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This is Common Core. Point is: we are determining a student’s future, a teacher’s future, a school’s future, and the entire future of the combined Educational Departments of the University of Delaware, Delaware State, and Wilmington University’s …. based on a race between a pineapple and a hare…
Please send more examples… Thank you.
Today is School Board Elections…Polls are open 10-8… If anyone is sponsored by Markell or Rodell or RTTT or WSFS, don’t vote for them.. If anyone is sponsored by DSEA, they are on the students side. They are safe.
So go out and vote like a goat… Be… B-a-a-a-a-a-a-a-a-a-a-a-a-a-a-a-a-D
Common Core is being defeated. Some states like Delaware are doubling down which is about as effective as using children fo stem the Russian Invasions of Berlin. Most states are abandoning the idea before they lose their investment…..
Common Core is actually uniting various groups once thought completely unmixable, bonding them in opposition to its implementation. Called “Obamacore” by Conservatives.. Called a “Mistake” by Teachers Unions. Called a “Boondoggle” by state legislators trying to find ways to pay for its cost. Called a “National Disgrace” by Progressives worried over its damage to our international competitiveness. Called a “Tyranny” by the Tea Party, outraged over the complete loss of local control…
One entity still defends it. Wall Street and those who serve it.
For those of you who don’t know, Common Core was actually developed by our state’s Governors. Jack Markell was a one of the leaders who pushed this. The program was then adopted by Obama and under his secretary of Education, Arne Duncun, all federal money as been tied to its implementation.
In fairness, I like Common Core. It embodies most of the ideas I have stressed since blogging. However, though it sounds great in theory, I must admit, it is not working. Our children are being denied a great education because we are teaching remedial math and remedial English over and over again for one reason…. to boost test scores. The reason for this focus on test scores,is because that is how we determine which schools we will close down, which principals will be forced to resign, and which teachers will be fired.
Obviously in that environment, all a child will learn, is how to take the test, and how to score the most points with their answers. Nothing of which will help them or help us in the real world when they become our newest generation of the employed….
The problem is not with the principles or aims of Common Core. The problem lies with the tests and their current use as a weapon to hold over people’s heads. The tests were meant to be used as a tool for analysis… How much did Johnny know in September. How much does Johnny know in January? How much will Johnny know in June? What a great tool if it were honestly applied and not doctored up, contorted, or flagrantly adjusted in order to prevent a horrible outcome that has absolutely nothing to do with each student’s educational needs!
From the American Teachers Union –Randi Weingarten….““The Common Core is in trouble, There is a serious backlash in lots of different ways, on the right and on the left.”
Across the nation states are rushing out tests based on the new standards without preparing teachers and designing new curricula… Here the states are saying… “Take this test you’ve never seen. If you don’t do good, you’ll lose your job.” “Kid, on this test you’ve never seen, you did bad. You can’t graduate despite your 4.0 average.” “Ladies and Gentlemen; parents of this district! Your attention please! We have to close this school because your students, failed this test on stuff they’ve never seen.”
That is why parents are fighting back. 8 moms in Texas have pushed a bill in Texas to roll back the number of tests required to graduate from 15 to 5. Governor Perry will veto it.
Alabama, Indiana, Georgia and South Dakota have legislation ongoing to pull or modify Common Core Standards.
Kentucky just had a 30-40 point drop in scores because of Common Core. The assessment you took this year was much more rigorous than anything that you’ve had before. It takes three or four years for the teachers and the kids to catch up.
But legislators are not the ground level.. Teachers are. New York put a message board so teachers could comment on issues they were having with Common Core implementation….. Most of the comments are negative.
There is something wrong with the timing of this test. I thought we were testing kids on their ability to really read closely but all they had time to do was rush rush rush. Also what was weird was the passages were not that hard – so it’s not going to look that hard. And the questions weren’t that hard. But the answers were ridiculous. Adults with PhDs wouldn’t have known which were the right answers sometimes – really. But when you have barely a minute to think about it, it really became a test of how much you could rush or how much you could remember off the top of your head….
My sixth grader was in tears after the second day of the test. Didn’t even get to the essay – has NEVER had that happen before. What’s the point of making kids feel this awful about themselves? He’s a good student, now he feels terrible
What’s up with reading four pages of directions to the kids before they start? My English Language Learners were in a daze…
Watched my child do test prep booklets, test prep mornings, test prep afterschool, even test prep Saturdays. Then she didn’t even get to finish the test. Taking her to a bookstore this afternoon to find some real reading..
Third graders had to keep rereading and rereading these long answers to find them in the passages. Is that really what we want third graders doing? I’m worried about them poring over these small details forever.
The test wasn’t hard at all but timely. Students couldn’t finish the exam. How can we judge students on an essay when they weren’t able to do the essay because of timing. Common core wasn’t written to test speed reading it was written I believe for deeper comprehension. Its almost as if we set up our students for failure. Also for a company to use text from their books in an exam seems unethical and unfair. Lastly I wonder if the writers of the test should be judged on some of the grammatical errors that occurred in the answers that seemed not to make sense and often times looked like two choices could answer the questions…..
Including questions that were both tedious to interpret and would require the stamina of an Olympic athlete to answer is at best unrealistic, and at worst, cruel. I am also baffled by the decision to include texts that are recommended on the Engage NY website in terms of level of complexity for 7th graders, on a 5th grade exam. Is the message for teachers then that grade-level reading is now inadequate and instead, all students should be reading several grades above their level?…
Is your blood boiling yet? If you have children, I’d be willing to bet it is….
Spend an evening reading what is really going on with Common Core….
Then, do something about it….. Start with calling your Governor….
Lucy Calkins, a professor at Teachers’ College at Columbia University: “I’m a big supporter of the Common Core. I wrote the best-selling book about it,” Calkins said. “But this makes even me question it.”
Eli Broad — the CPA-trained-billionaire-businessman-turned-public-education-reformer — informed Diane Ravitch, a distinguished education expert, about what needs to be done to education in America. . According to Ravitch, “We talked about school reform for an hour or more, and he told me that what was needed to fix the schools was not all that complicated: A tough manager surrounded by smart graduates of business schools and law schools.”
According to Slate quoting Vanity Fair, Eli Broad boasted back in 2006 that he “plans to virtually take over the Delaware school system in 2007, pending approval from that state’s legislature.” He backed the winning slate of candidates for the local board of education in 1999 and helped hire the superintendent.
Eli Broad trains Superintendents. Christina School District has been the unfortunate beneficiary of his largess. Joe Wise, followed by Lillian Lowery, followed by Marcia Lyles, all are from Eli’s School of Superintendencies….Dr. Joe Wise was selected as a Broad Fellow by Eli Broad Institute for School Boards (2005), was appointed to the Eli Broad Urban Superintendents Academy as a Fellow (2003), and serves on the Broad Academy’s adjunct faculty and advisory committee. Although Broad Superintendents come in highly qualified, they often leave disgracefully. Joe Wise, may have been one of the first. Recently, across this nation many Broad Superintendents have been let go. All trained by the Broad Superintendents Academy: Maria Goodloe-Johnson (class of 2003) of the Seattle school district, LaVonne Sheffield (class of 2002) of the Rockford, Illinois school district, and Jean-Claude Brizard (class of 2008) of the Rochester New York school district. Brizard resigned to take the job as CEO of Chicago schools, but his superintendency in Rochester had been mired in controversy. Another Broad-trained Superintendent recently announced his resignation: Tom Brady (class of 2004) of Providence, Rhode Island, as well as these others from before: Arnold “Woody” Carter (class or 2002), formerly of the Capistrano Unified School District; Thandiwee Peebles,( class of 2002), formerly of the Minneapolis Public School District; and John Q. Porter (class of 2006), formerly of the Oklahoma City Public School District.
Ms. Lillian Lowery (class of 2004), Wise's replacement after supposedly cleaning up Joe Wise's disaster, was put in charge of all Delaware's schools, and now, is in charge of Maryland's. Broad's influence has touched every Delaware Student… and is about to touch all those of Maryland.
Our current head of the Department of Education, Mark Murphy, hails from a group NLNS funded by Eli Broad
If this was a good thing, it would be good.
So, what is the Broad influence?
Here is one take. It is one of the three influencers of education. Along with the Gates Foundation and the Walton's, it exerts a powerful influence, good or bad. It calls itself a venture philanthropy, as in venture capitalist. Meaning it invests in philanthropy expecting to yield a return on its investment. As an example, it can fund a study that says computers will help inner city kids learn, then sell those recommended computers to that school district.
Here is how it infiltrates a school district. Christina School District to be exact…
The Broad Foundation plants one of its elements in a school district, it is then highly likely they will plant another one along with it, so their influence is maximized.
For instance, an element might be:
- The presence of a Broad-trained superintendent
- The placement of Broad Residents into important central office positions
- An "invitation" to participate in a program spawned by the Foundation (such as CRSS's Reform Governance in Action program)
- Offering to provide the district with a free "Performance Management Diagnostic and Planning" experience
The Broad Foundation likes to infiltrate its targets on multiple levels so it can manipulate a wider field and cause the greatest amount of disruption. Venture edu-philanthropists like Gates and Broad proudly call this invasive and destabilizing strategy “investing in a disruptive force.” To these billionaires and their henchmen, causing massive disruption in communities across the nation is not a big deal.
The Broad Foundation has spent nearly $400 million on its mission of “transforming urban K-12 public education through better governance, management, labor relations and competition.”
That sounds nice. So let us look closer….
The signature effort of the Broad Foundation is its investment in its training programs…The Broad Superintendents Academy runs a training program held during six weekends over ten months, after which graduates are placed in large districts as superintendents. Those accepted into the program (“Broad Fellows”) are not required to have a background in-education; many come instead from careers in the military, business, or government. Tuition and travel expenses for participants are paid for by the Broad Center, which also sometimes covers a share of the graduates’ salaries when they are appointed into district leadership positions. The foundation’s website boasts that 43 percent of all large urban superintendent openings were filled by Broad Academy graduates in 2009.
The Broad Superintendents Academy’s weekend training course provides an “alternative” certification process which has come to supplant or override the typical regulations in many states that require that individuals have years of experience as a teacher and principal before being installed as a school district superintendents….
The Broad Residency in Urban Education is a two-year program, during which individuals with MBAs, JDs, etc. in the early stages of their careers are placed in high-level managerial positions in school districts, charter management organizations, or state and federal departments of education. The Broad Center subsidizes approximately 33 percent of each Resident’s salary.
The Broad Foundation founded the New York City Leadership Academy, which trains individuals to serve as principals in the city public schools, several of whose graduates have been accused of financial misconduct, as well as arbitrary and dictatorial treatment of teachers, students and parents. This was recently featured by Delaware’s WDDE reporting on Reshid Walker who is training in Cape Henelopen under the Delaware Leadership Project. DLP is an alternate certification program that this year is preparing six candidates to work as principals or assistant principals at public schools serving high-risk students in Delaware. Alternate Certification means it sidesteps requirements that a principal has to have stepped foot inside a school before. Through four days a week of on-the-job training, and no certification from an accredited college or university, he will soon be in command of your child’s education.
The Broad Institute for School Boards provides three training programs for elected school board members and non-Broad-trained superintendents conducted in partnership with the Center for Reform of School Systems (CRSS). The Institute trains new board members at a one-week summer residential setting…The Broad Foundation underwrites 80 percent of all program costs through a grant to CRSS.
The Broad Foundation also supports a broad range of pro-charter school advocacy groups, as well as alternative training programs for non-educators who want to work as teachers and principals (Teach for America, New Leaders for New Schools). In addition, the foundation offers free diagnostic “audits” to school districts, along with recommendations aligned with its policy preferences. It produces a number of guides and toolkits for school districts, including a “School Closure Guide,” based on the experiences of Broad-trained administrators involved in closing schools in Boston, Charleston, Chicago, Dallas, Washington, D.C., Miami-Dade County, Oakland, Pittsburgh, St. Louis, and Seattle…..
Closing public schools to open opportunities for charters seems to be it’s prime directive. Although not officially enshrined as such, it does seem to be the consistent pattern of each of its graduates.
The foundation provided start-up funding for Parent Revolution (formerly the Los Angeles Parent Union), the group which developed the “Parent Trigger” legislation, designed to encourage the conversion of public schools to charter schools. Broad has also has given large amounts of money to Education Reform Now, a pro-charter school advocacy organization…
Eli Broad has said he “expects to be a major contributor” to Students First, former D.C. Chancellor Michelle Rhee’s organization that advocates for the expansion of charters, vouchers, and an end to seniority protections for teachers. The pro-Rhee biography, The Bee Eater, was subsidized by the Broad Foundation as is mentioned on the book jacket.
Of course, there are campaign contributions (you will need to type in Broad, Eli) to facilitate the corporatizing of education… A quick look certifies that his coverage is a who’s who across party lines in Congress. Obviously there will be support for Charters streaming down from the top lines of government.
Ok, so how does all of this affect Delaware’s public school’s families?….
One of the tenets of his philosophy taught to his graduates, is to produce system change by “investing in a disruptive force.” Continual reorganizations, firings of staff, and experimentation to create chaos or “churn” is believed to be productive and beneficial, as it weakens the ability of communities to resist change.
A hallmark of the Broad-style leadership is closing existing schools rather than attempting to improve them, increasing class size, opening charter schools, imposing high-stakes test-based accountability systems on teachers and students, and implementing of pay for performance schemes. The brusque and often punitive management style of Broad-trained leaders has frequently alienated parents and teachers and sparked protests. A long laundry list of Broad Supertendants run out of town can be found here, near the bottom. But you can get an idea of what to expect, from just this one: Robert Bobb (class of 2005), the Emergency Financial Manager of the Detroit Public Schools, recently sent layoff notices to every one of the district’s 5,466 salaried employees, including all its teachers, and said that nearly a third of the district’s schools would be closed or turned over to private charter operators. At a recent town hall which Bobb had called so he could go over his plan, angry students, parents, and teachers drove him from the meeting. He was escorted out by his six bodyguards….
Disruption and chaos indeed…..
Delaware is fortunate to have a large parenting network of watch dogs who communicate well with legislators. Whereas the Christina District has had a rough go with Broad graduates, the rest of the state has so far been unscathed…..
Without the oversight being provided by parents and teachers watchdog organizations, the fate of Delaware’s students might be that of Philadelphia, Chicago, or Detroit.
if you are a parent or know one, you probably feel this way as well. Parents Across America considers Broad’s influence to be inherently undemocratic, as it disenfranchises parents and other stakeholders in an effort to privatize our public schools and imposes corporate-style policies without our consent. We strongly oppose allowing our nation’s education policy to be driven by billionaires who have no education expertise, who do not send their own children to public schools, and whose particular biases and policy preferences are damaging our children’s ability to receive a quality education.
In fact, this entire philosophy of forcing change upon children, strikes every parent as coming from those types of people we all run across, … who hate children…. “Someone smack that kid who’s crying.”
Amen And Amen.
Here is a copy of Markell’s State of the State speech. i wanted to take his speech and break it down, piece by piece, and analyze it.
Bear with me. If your are following along or wrote this speech, I am only concerning myself with the part under the headline: A Great Economy Demands Great Schools…
The impetus seems to be on: providing a world class education…. That sounds great and when I heard it first, I cheered it on. But now if you pressed me I couldn’t define it. How does one determine a world class level for education? Especially nations where many different languages are spoken? Some nations require many languages in their curriculum. They succeed but at a cost to high math scores. Some nations do well on math scores. They fail on creativity and ethics. We will soon be competing with the world for jobs. So do we model our education on Finland? On India? On China? or do we stick with Belgium, Netherlands, England, France and Switzerland? Or do we use the methods of Brazil?
Anyone who has traveled globally knows exactly what I’m talking about. There are so many methods being used across the globe, that using the term “world class education”, could describe situations different as the interior of Mali and downtown Sydney….
So then before beginning, we must ask for a clearer definition of “world class”…
Let’s make this about the children, not the adults. For my part, I speak on this issue not only as a governor, but as a father. When it comes to decisions about education, our kids deserve our total focus and commitment.
Now here is the biggest bone of contention right now. Based on feedback from a) parents, b) teachers, c) administrators, and d) students, these new changes we are undertaking are not helping children. They are putting them further behind.
Now I don’t mean to be nasty or put anyone down. There was a lot of evidence presented to us that implied a “get tough” attitude on poor schools improved test scores. But instead, the reality was not what we were told. One of the great examples that led to this program being rolled out nationwide, was the success of Atlanta’s inner city. We were told a miracle had taken place. Inner city children were rapidly learning. Alas, .. we were fooled, there was just widespread cheating going on. They didn’t learn anything after all.
Michelle Rhee has been campaigning for cracking down on inner city schools. But allegations of cheating occurred during her reign as controller of DC’s schools. Test scores that climbed magnificently, while the children have no idea how to do the problems when the meet them again in the next grade.
Texas was the granddaddy of them all. The great scores of Texas’s inner city youth, so great they compelled the “leave no child behind ” mandate across America (look at Texas we were told), whose many parts were reincorporated into Race to The Top.– all those great scores were faked. Texas dropped on knowledge vis a vis with other states despite higher test scores. We were given false results and the whole nation pursued a program that did not work the first time, or the second….
It appears that none of these programs actually do what is wanted: which is to help the children.
And what does work? Human relationships. A love bond between teacher and student. A teacher teaches her best because that is what she was born to do. A child learns his best, because he wants the teacher to be proud of them.
Can we put that into an institutionalized setting? I don’t know. But I think most baby boomers had that growing up. So, it can be done, but how to return to that setting in todays modern time, will take some experimentation…
Built upon four cornerstones that stand on their own:
• Improving student readiness by holding them to high standards.
• Effectively using student data to drive classroom results.
• Ensuring teacher quality.
• Turning around persistently low-performing schools.
Holding students to higher standards. The worst possible thing one can do to a child, is force him to give up. Raising standards without raising the curve, does exactly that. An A student who strives to keep up his grade average, gives up when all he gets are C’s. What’s the point. A C student who dutifully studies to keep a passing grade, gives up when all he gets are F’s… In both cases they were doing all they could do. Society considers them good students. But the same test they took last year, is now graded higher. If one got a 5 at a score of 900, now it takes 950 to get the same. If one got a 3 at the score of 750, now it takes an 800 to achieve the same….
This in no way helps students. All it does is demoralize those who get shuffled downward by the curb.
We just had Delaware Women fall out of the final 16. We are all proud. But what if we arbitrarily changed the rules? What if we said, the final 8 will be determined not by whom was beaten by whom, but by the total number of baskets their team shot across the entire tournament. Suddenly a team that scored in the 80′s instead of the 50′s, goes forward, even though they’d been beaten in the first round by a team with fewer tournament points. Suddenly Delaware’s great run means very little. We are a loser like everyone else. “Oh, you should have tried harder to make baskets” they all say. I wonder who returns back to their home court with their heads high. I wonder who tries harder the next year. I wonder which teams recruit only guards with very high three point kill rates?
Higher standards do not work. They just mean fewer people can reach them. The do nothing for the top few elite who will be above 950 anyways. They ruin lives for everyone else… Higher standards on tests hurt our children. There is nothing wrong with what we are teaching now. The problem is that we are not teaching what we are teaching well enough so those on the bottom get it. Teaching even more, will do nothing to elevate the bottom. It will do nothing to put more into the top. All it will do, is make children think they are failures and give up….
Second. Using student data to drive classroom results. There have been cartoons this year showing students taking tests and the administrators joking that firing the teachers and just testing every school day could save them money. There is some sense to using technology to help students. However, theoretically, if tests are given 2 hours each day, how much instruction does that bite into? 10 hours a week? 40 hours a month? 360 hours a year? That last total is the equivalent at a 6 hour day, of 60 days spent taking tests. Remember, we are only talking about 2 hours a day, which in High School, is pretty accurate. Under which scenario does one learn new things better? During instruction? Or taking tests… ummm a? b? c? or d? On the other hand, the new software integrating parents, students, and teachers on the same page as grades get posted on a daily basis, is a godsend. Putting parents into the mix is rather helpful in creating a positive learning experience for each child.
Third. Ensuring teacher quality. This is a noble goal. But one of the great mysteries of Ancient Greece was that the Spartans who were rigorously disciplined and toughened to the highest order, almost always lost to the Athenians who were dilettantes in comparison. Imposing structure erases creativity. There is a tendency among government types to make all state employees into solders. That means drill Sergent techniques; it means battlefield toughening. In a military application, those techniques are necessary because in battle the mind gets blown; training has to take over. The only equivalent in a class room to such an experience, is if a student puts a gun to a teacher’s head… Our techniques are jeopardizing the sole proven tactic of transferring knowledge. A positive bond between teacher and student…. an understanding that success depends solely on the amount of knowledge downloaded from one to the other.
Here is where our education is facing its biggest problem… We are using the wrong tests to determine if a teacher should stay or go. We are putting teachers into a spot where they must cheat or fail. Since all up the ladder are accountable for the results that teacher brings, they do not insist with too much effort, that cheating does not occur. The best way to have a measurment of a student’s progress, is to remove teacher accountability from the testing. If a teacher keeps her job anyways, she does not have to cheat to get good results. Our results are accurate as to what a student knows or does not know. Of course, once we know exactly what a student does not know, we can rectify it.
Getting rid of all standardized testing is not the answer. Removing job safety concerns from these tests, is the answer. Ontario has done this. The tests are tools, opening a window into the soul of each child, and a teacher can then, fill in the blanks that got missed somewhere down the line…. Ontario, is probably the best in North America, to show real growth in their children across the board.
Turning around low performing schools. This is easy to do… Logically, focus on what works. A loving teacher and student relationship. To achieve that in a higher need school, you need more teachers. The ideal number would be eleven students for one teacher. If using the test scores, we were able to group students based off their scores into groups of eleven, so the average deviation between scores was 50 or 100 points, great headway could be made. For example in a grade of two hundred twenty students, twenty teachers would be needed. Using the bell curve the lowest eleven would be in one class, the second lowest eleven in another, as well as the highest eleven in another class, the second highest eleven in another, and so on. Those in the middle on the cusp of the curve, would probably be within one or two points of each other. But the beauty is that classes would be homogenized around their standard ability. A teacher wouldn’t be answering a top students question, when the person right next to him, had no clue what was even asked. They also wouldn’t cover a basic idea, thirty times until the student gets it, boring the top student next to him into giving up….
Testing is not the answer. Testing is a tool. Teachers are the answer. Teachers are not tools….
A student who can barely read or do math, does not need to be guessing at a physics problem far above his level. Likewise, for a physics student to answer a question of what is 2 +2 =__, is equally a wasted effort…. And this is where we err. Thinking that tests and corporate programs we buy into, can make that low performing student, suddenly get excited by a physics problem far above his grade level, and suddenly decided to become a math whiz. Reality fails to work that way….
But it is not enough to set high standards. Our students have to meet them. To do so, Delaware will use its rich data system and new assessment to support decision-making in the classroom. Good use of the data will make teachers and schools more effective. Parents and students will be able to use this information to demand that schools deliver.
Exactly what I said. But don’t use it to get rid of teachers or all we will get is teaching to the test and more cheating. The kids will learn how to take tests; not learn anything about the subject matter.
To that end, we will work with our institutions of higher education to establish teacher residency programs. We will develop a pipeline for strong principals by establishing leadership preparation programs. And we must better compensate teachers who produce results in our most challenging schools.
This sounds good and I find no fault with it’s aims. However your compensation packages are not effective. Being corporate hounds, monetary incentives are the first motivator one thinks of. I did the same. However, interaction with teachers, students and parents, has led me to believe there are better rewards. Teachers did not sign up to teach as a career for money. In public schools, I don’t think you can find one who is there to get rich. Talk to any teacher, and once they trust you, you understand they are there because they love to teach… THAT is what moves them. THAT is what moved each of our mentors that stick out from our early educational days. They love to teach. So the best way to motivate teachers is not with compensation, but, in making them teach even better by giving them more resources than they have now.
And the best way to get teachers to teach better is to limit their classes to 11 students… Whoever can achieve that goal first, will be the top educator in the world. Business will flock to that location just to absorb the talent of that labor pool…
If we are serious about education, we need to invest in more teachers, more schools, more infrastructure, and get our class sizes down to 11 students per teacher….
Only then, when every student doesn’t want to let either their peers or their teacher down, will we begin the resurrection of our educational system.
But, some people still don’t get it.
“We are requiring that new teachers show appropriate levels of student growth before receiving tenure. In addition, we have adopted a robust evaluation system under which teachers whose students do not show satisfactory levels of growth cannot be rated “effective.” Teachers whose students do show satisfactory levels of growth cannot be rated “ineffective.” We will also improve teacher preparation programs by linking teacher performance to the schools from which they graduated.”
It is still all about the test. This has to change….
But having world class schools does not alone ensure that all our children will get a world-class education. For that, we need an increase in parent’s engagement with their children’s education.
Parents need to realize the tests are hurting their kids. Across America this season, as tests are being rolled out in state after state, it is the parents who vote, who are asking their legislators the tough question. How does this test help my kid? When asked, the legislators agree with them that tests don’t.
Education has gotten worse since we went to standardized testing. Parents in Delaware need to increase their engagement with Delaware’s legislators and appeal to Governor Markell with their concerns.
My concern started because a little girl who loved English last year, who is in Common Core this year, says this year she has learned absolutely nothing… Nothing new.
When you think of the great United States of America and all the hopes, dreams, and visions it once held…. that is just so sad. So sad.
I watched the Sequester take down another man….. Gone, gone, the damage done…..
Just a quick review of the Wilmington News Journal this past week to keep up with exactly all the unnecessary waste and wasteful perks we needed to cut so our billionaire friends won’t have to pay one more single penny of every dollar they earn over the $1 million mark…… .*
Here are those things less important than a penny to a billionaire……
- Air Force suspended its military tuition assistance program for the remainder of fiscal year 2013, impacting more than 1,000 Dover Air Force Base Airmen…
- DAFB has already endured deep cuts to flying hour programs, training cancellations and civilian furloughs,,,
- Delaware will lose approximately $1.4 million in funding for primary and secondary education, putting around 20 teacher and aide jobs at risk.,,,,,
- 2,000 fewer students would be served and approximately 4 fewer schools would receive funding…
- Delaware will lose approximately $1.8 million in funds for about 20 teachers, aides, and staff who help children with disabilities… including autism.
- Head Start and Early Head Start services would be eliminated for approximately 100 children in Delaware,
- Delaware would lose about $1.1 million in environmental funding ..
- Delaware’s to lose another $359,000 in grants for fish and wildlife protection.
- 2,000 civilian Department of Defense employees would be furloughed or around $7.6 million in payroll no longer hitting Delaware’s economy…
- Delaware will lose about $83,000 in Justice Assistance Grants,, used to prosecute criminals.
- Delaware will lose about $86,000 in funding for job search assistance, referral, and placement,..
- 100 disadvantaged and vulnerable children are being dropped from child care, meaning their parent will have to quit work to care for them.
- Reduced funding for vaccinations of about $26,000. 380 fewer children will receive vaccines
- Delaware will lose approximately $86,000 in funds to help upgrade its ability to respond to public health threats..
- Delaware will lose about $330,000 in grants to help prevent and treat substance abuse..
- Delaware will lose about $70,000 resulting in around 1,800 fewer HIV tests….
- Gone are the $19,000 in funds that provide services to victims of domestic violence,
- Gone are the $201,000 in funds that provide meals for seniors, currently the only meal they have.
- Elimination of inspections to prevent the introduction of foreign pests and diseases into U.S
- 1,000 fewer grants awarded by the National Science Foundation, and 5.1 percent cuts to the National Institute of Health..
In all, $18 million that would otherwise flow into Delaware’s economy…… The CBO uses this formula to judge the economic impact of Federal cuts. 1.6 times the Federal Cuts = local economic damage…. Delaware then is facing a slump of $28.8 million dollars…
And why are we facing all these hardships?
So billionaires won’t have to pay one penny off every dollar they earn over a million….. Just curious,… what part of society do you think deserves and needs that money more? If we were choosing where in society that money should go to do the most good, would you vote to keep it in a billionaires pocket?
If you are Republican, you would?……..
*(one penny on every dollar earned over 1 million equals almost exactly $85 billion, the amount of the sequester...)
State test results for the first time show voucher students performing “similar or worse” than other poor Milwaukee students, according to the Department of Public Instruction.
After operating side by side, this was the first year the same test was administered to both private and public enabling the cross comparison, prompting Wisconsin Republicans to put bills on the table, forbidding such a comparison ever again. The Republicans propose an easier test be given private schools, and a harder test be given to public schools…
The test results show the percentage of students participating in the 20 year old Milwaukee Parental Choice Program who scored proficient or advanced was 34.4 percent for math and 55.2 percent for reading. Among Milwaukee Public Schools students, it was 47.8 percent in math and 59 percent in reading.
Inner City Public Schools were up 13.4 points higher in math over private schools.
Among all low-income students in the state, (which is all public education),scores were 63.2 percent in math and 71.7 percent in reading….
Rep. Sondy Pope-Roberts, D-Middleton, the top Democrat on the Assembly Education Committee, said … “The fact that we’ve spent well over $1 billion on a failed experiment leads me to believe we have no business spending $22 million to expand it with these kinds of results,”
Proponents brag vouchers have saved $50 million over 20 years.
We are now receiving the hard data. Throughout the Charter versus Public School debate, the concern on one hand was that allowing Charters to compete, would force Public schools to close, and once done, the charter schools would perform no better than did the public……
In the ’90′s as these ideas were first proposed and debated upon their merits, but there was no evidence; it was all theoretical.. Now, we have actually done it and are getting hard data….
Here is their history in one paragraph. If a charter school opens up in a failing school system and the public money per student is allowed to follow that child, obviously parents at no cost to themselves will opt to put their children in a charter school. Simply put, if their public school is rated ”F”, the charter school can be no worse. So the charter School being someone’s private investment, now begins accepting children with public school money that comes from citizen’s assessed property taxes… As more charter schools open up in that same failed district, they siphon even more public money into these private enterprises, pulling it of course out of the public school system in that local area. So the public school which was previously failing, is now accepting a much lower number of students, yet trying to maintain the same infrastructure covering that wide geographical area.. For example, its school buses have to run the same routes whether they receive cash per student to carry 5 students or 35… Obviously the public schools have to do with less, while the charter schools have to do with more… The charter schools choose their students in certain cases, and can send them back to public if they don’t meet expectations. The Public schools must take whomever is left, in. Gradually the quality and sheer numbers of students deteriorate so much, that these public schools have to be shut down. Too many schools are too empty and that is too costly… Consolidation must occur.
Philadelphia and Chicago are closing schools. And Guess what? Most of both are black.
The argument can be made that we are accidentally closing the door on the only one way a person can pull himself out of the inner city quagmire: with a quality education….
Now let us back up. The argument for charter schools was that they would provide that door or that opportunity for these citizens to help pull themselves out. Theoretically, if all charter schools had huge success stories, then this plan could be a viable option.
If such were the case, all of us including myself would be in favor of charter schools… As I look back over the past 20 years I can now see how we were seduced into allowing them to happen. If someone had substituted the word “private schools” instead of “charter schools”, no one would be against; we’d all be in favor….. private schools (which used private funds), competing with public schools would be a good thing. People would have a choice if they could afford to let their children get a great education or a good one… I think Britain has functioned fine with its Eton School for Boys.
Then, when the argument became enhanced, that drawing such a line financially was not fair to underprivileged children who had talent, a lot of us felt that yes they should receive scholarships to go to good schools, and that was fair. Then, when the lack of scholarships for the amount of private school openings became apparent, all were lulled into letting the public money for that child, follow the child where he wound up going… even if it was outside the school system and into someone else’s private pockets….
Allowing public money to enhance private pockets, particularly in a urban environment where lots of potential students surround a converted building, opened up great possibilities for some to get wealthy… Just a hundred students at $15,000 each per year, could bring one a gross of $1,500,000.. One could squeeze that few into just three rooms of 35 students… Double that, and one gets $3 million. Do it across the city, and gross $100 million….
So is it really that bad for someone to get wealthy IF… kids are getting a much better education?
And up to now, this was the dilemma .. No one really had that answer because no one really knew. No one had ever tried it before….
That was then. We now have results and can analyze this experiment and see, once and for all, how charter schools can impact the growth and development of our children!… This is truly awesome, actually!…. .
In Philly, over a quarter of the district’s 195,000 seats are now empty. That is 48,750 empty spots… But more important, is the number of the remainder: 146,250…
In Philadelphia, the proportion of students attending charter schools jumped to 23 percent in the 2011-12 school year from 12 percent in 2004-5, according to the National Center for Education Statistics.
The actual number of Charter School Students within the Philadelphia School District, according to the National Alliance for Charter Schools, is 47,800… just 950 student shy of the district’s empty seats……..
Quite a coincidence!
In all 23.4% of Philly’s children are enrolled in Charter Schools…. The district projects a 37 percent increase in costs associated with charter schools over the next five years, bringing the total charter cost to more than $800 million…. That will come out of the public school budgets.
Last year, Philadelphia charters met AYP (Adequate Yearly Progress)at only 29 percent, yet that was still better than the 13 percent tally for Philadelphia’s district-run schools…..
Mathematically that stacks up thusly….
(0.13)146,250 + (0.29)47,800 = Total Philly students meeting requirements…. The math gives us this many successful students: 32,874…
In 2005, there were 185,000 students in the city district’s public schools. At that time, 34% were deemed advanced or proficient….. Doing the math we get this result…. 62,900…. actual students who were advanced or proficient…
In 2005, the Philadelphia School District put out 62,900 students meeting standards. In 2012, after experimenting with Charter Schools, the same geographical area spit out 32,874 students meeting standards…
Conclusion. Having charter schools and public schools duke it out over scarce resources, not unlike the recent movie Hunger Games, cuts our actual passing students down by almost half….
We now have evidence.
So, you who have put your faith and service into the United States of America, who have sacrificed a lot for principle, and enlisted or volunteered in the armed forces, are now, about to get a 20% cut in pay?
- How will your family live?
- How will you pay your bills?
- How long until the Sheriff puts your home up for auction?
And why it this?
Because Republicans don’t want billionaires to pay one more penny per dollar earned on all income OVER a million dollars……...
There is no other reason you are taking a 20% cut in pay for serving your nation in the most patriotic fashion….
You just got bumped by millionaires…. Thanks to the Republican Party of the United States of America……
So, how do you feel now?