You are currently browsing the category archive for the ‘Dumbing of America’ category.
Enumerate Please!
1) Charter Schools have been set up by this law to compete for funding by the acquisition of students, and can control the parameters upon which students get to go.
2) This bill removes many important services from needy students in Delaware’s Public Schools.
3) All students deserve a quality education, without competing for seats where funding may at whim, be arbitrarily moved around by the Department of Education.
4) The use of public money for more funding for charters with capital needs, stands in direct opposition to those public schools in deeper need of those funds.
5) 10 years is too long of a term to keep charters renewed.
6) Funding cut during the depression for the necessary running of public schools, is not being reinstated; but now, is being given over to charter schools instead.
7) This bill promises funding without accountability. Where is the standard “lien clause” if the charter goes belly up? What’s this, another Fisker? “Here, have some money… ”
8) Zero accountability for diversity.
9) Zero accountability for local control.
10) Zero accountability for impact.
11) Zero accountability for transparency.
12) The Performance Framework is a very weak, spindly frame to hang capital funding upon. Your grandkids could figure how to wiggle through it. So can lawyers.
13) The law was crafted by a secret cult that a) took no notes, b) posted no meetings, c) had only one parent and one teacher and dissed both of them,
14) Provides a performance fund for 8% of Delaware’s students (those in Charters) and does absolutely nothing, creates no perfomance fund for the other 92% of Delawares public school students…. “They don’t matter”
15) This bill allows Delaware’s Department of Education to move citizen’s levied public tax money over to any charter it desires, based on need. If a charter fails to perform or financially fails as did Pencader, the DOE can rob any treasury it wants of public funds it does not own, to pay that charter with your money!
16) The accountability piece with new charters is completely unproven, untested, and undesirable. It would take a whole bureaucracy just to hold Charters already accountable to the exact same standards they currently undergo today, without this bill.,
17) The DOE has, with even far simpler standards then exist in this bill, failed to keep charter schools accountable in the past. If it is hard for one to do something dirt simple, how will one do something that is far more complicated? Pencader had to close because the DOE was not involved up until more money had to be invested after they closed. Yet the DOE is responsible over the course of the life of that school for following up.
18) We often talk of charters versus public. We’ve never even once talked about new charter schools wiping out existing charter schools. To give the big megalithic charter a free building, free start up costs all out of taxpayers dollars when there are banks lined up to loan them money,… is simply unfair to all those pre-existing charters who still have to make loan payments, and invest in their schools too….
19) No school boards were consulted on this bill. It is full of problems. The 3 members of the school boards peripherally involved with the task force, all privately said… ” no one listened to us; they did what they wanted….”
20) The chief of the superintendents, came out against this bill. All superintendents are privately opposed to HB 165, even those on the working committee….
21) Delaware’s Attorney General’s office said the working group creating this bill, broke Delaware’s law.
22) Parents of hungry children, can’t afford to send their hungry children to charter schools. The charter school associations lawyer himself, said this bill does not force charters to give Federally mandated meals to children needing them.
23) This bill takes away opportunities for Blacks and Hispanics, especially by siphoning money out of public schools. If this bill passes they will be forced into substandard schools within the city, either Charter or Public, and the schools in the affluent neighborhoods, will become even better. Education again will be separate, and not equal.
24) This bill is too heavily lobbied. DSEA has 6 lobbyiests assigned to this bill. Rodel has 2 lobbyists assigned to this bill. Rhett Ruggerio Government Relations LLC has 6 lobbyists registered to this bill. They public has zero lobbyists against this bill, and when a representative tried to intervene on the publics behalf, she was barred from the room. This bill is one sided. The other side deserves being heard because it is the majority stakeholder in the educational question: parents.
25) This bill does exactly what Chicago and Philly did to their schools 8 years ago. Today they are facing mass closings.
26) This bill penalizes religious and non profit charters. It helps spawn 27 new charters now approved to be opened by 2014, all of which will then be competing against religious and non profits who unlike the new charters, won’t have the option of having their capital funding paid.
27) When comparing affluent Charter Schools to Affluent Public schools, the Affluent Public schools are better. When comparing poor charter schools to poor neighborhood public schools, the poorer Public Schools are better. In all cases, when Charters are compared to public schools of the same type, they fall short. Only 17% of Charter schools are better than the average public school. Which means that 83% of charters are equal or below the average public school student. . . One always rewards those who are leading the way, doing the best work. This Bill, HB 165, does just the opposite. It provides a welfare payment unearned to those who simply ask for it…
This bill cannot be amended sufficiently, just like one can’t put their car back together with string. Please do not support Jacques’ and Sokola’s horrible bill that makes educating the rest of the 92% of our children much harder, not easier… This bill, had it been created in an open session would now be a completely different bill. It needs to die. There is nothing here that can’t wait 6 months for all of you to pick it up again, this time when all of you are smarter about the ramifications it creates… After all, six months is only 26 weeks away….
it is probably time to discuss this.
For years we have quietly known and accepted the negatives of having an NSA. Things like we need it for our protection, or it makes things safer, tended to overide our fears that they know too much already, and I can’t do anything in private anymore…
We accepted that as progress.
However, when you have an organization so secret, that members of Congress are shocked to find out what it is doing, that no one knows who is authorizing who gets spied upon and what, that when brought before the courts for overstepping the Constitution, it can’t be prosecuted because a) it operates under “secret” laws, b) with “secret operations”, c) authorized by “secret courts” …. it is time to shut the entire operation down.
Why do we have the NSA when we have the CIA and the FBI. The FBI covers domestic spying. The CIA covers international spying. So, unless we find out that there are aliens and the NSA is really running the world while we think otherwise, then it probably ought to go.
I find it interesting that those on the far right, and those on the far left are the most outraged by this disclosure. We’ve been stating that news on this blog after the story was broken back in 2007-8 and not one press person cared. I supposed the AP Story opened their eyes this time. Struggling to put a finger on why, I came up with the theory primarily by looking at Congress, that it is the libertarians on left and right who are against, and the conformist, primarily in the center who are acceptive. So this gives us a split where the bottom third and the top third of the political body are opposed to the middle third… If you look at Congress that is exactly how it splits up. Moderates are pro domestic spying, the libertarians are not.
Probably similar is the theory that those beholden to corporate interests are pro-spying, after all, that is normal in the corporate environment; interoffice spying is not limited by any judicial system because it is deemed to be private. Those aghast, tend to fight corporate intrusion from their original political perspective, either left of right.
What the NSA does, watch everything to discern what is happening to increase its chances of survival, is not new. Intelligence has been the secret success of many an empire. Knowing what someone will do before they do it, is pretty comfortable in a world where in a day, we probably pass within 10 feet of 10,000 people (that includes inside our vehicles).
That is what all governments with the capacity, do. The biggest argument against it, is that it is un-American. Sure we have the “ability” to do it, but do we have the restraint, not to…
America has always been ruled by restraint. When Washington was entreated to be the King, he restrained and said no. When the heads of Europe all bet that Washington would invent a method to stay in power, he restrained, and government turned over peacefully. When the US was left in charge of a broken Europe, it put it back together and went home. The only country to invade another and give it back willingly to its original owners.
We had a scare in Boston a while back. Did the NSA protect us then? It’s a secret, no one knows. In Newtown 26 bodies littered the floor of an elementary school. Did the NSA protect us then? When a gunman burst into Aurora firing into the audience, did the NSA protect us then? When Gabby Gifford took a bullet, where was the NSA? Did the NSA protect us then?
That is the point. We are always in danger. But our personal lives are more at risk if our private information should fall into a competitors hands, than being victim of a terrorist. In Boston just 2 people died. In Newton 26. But each and every one of us, is at risk that selective information from ones past, can be used in secret to smear each and every one of us, should it fall into the wrong hands.
What would happen if we shut the entire agency known as the NSA down? A big nothing. They overstepped. It is not knee-jerking anger to respond “Shut them down right now!” It it calm, cool reasoning tipping the balance, that points out simply that is the right way to go.
Rule Number 1: Anyone can make up anything about anything……..
So when the Markell administration through the mouthpiece of Mark Murphy says the RTTT funds were federally mandated to be used to pay $20,000 bonuses and then turns around and gives it to Charter Schools to use however, one must be skeptical.
This is 2013 and none of us were born yesterday. But, back sometime in our past, when we were born, … there was an argument that public schools were falling apart and that only by having a charter school take over an existing public school system, could any improvement be made…
Recently the Delaware Legislature passed a bill regarding teacher training. (SB 51)… So with the movement of money away from teachers in the traditional public school system of Christina, over to the pockets of those endorsing Charter Schools, I became curious how the education of teachers between the public sector and the private sector stacked up…
After all, wouldn’t you be curious too?
Of course you are.
If one travels to the Delaware State Educational website and looks at schools, one sees a wealth of information… One can choose a district and see how it stacks up, (unless that district is the Charter School classification and for purposes of obfuscation, they are all off-line).. From there, one can choose an individual school. Once on the page, one can click either of three tabs. One describes the school overall and with this, one can make easy comparisons. Two describes the teachers; one can readily compare. And three is for the student achievement (or fail) reports….
It is rather simple.
Which makes it confusing as to why various Senators and Representatives who purport in public to be on top of education, were so easily bamboozled and lulled into voting for a bill that destroys Delaware’s institutions of higher learning… (SB 51)
It also pokes very big holes into the lie that Charter Schools are better for students than the alternative.
I want to show you Christina and how that stacks up against Charter Schools….
Christina School District is the states largest… 52% of its teachers have masters, 47% have a bachelors, and 1% has their doctorate... The number of teachers it has, who are highly qualified to teach Reading/ Language Arts, is at the 100% mark… The number of teachers it has who are highly qualified to teach Mathematics, is also 100%..
In fact all its teachers except in English which is 99.5% highly qualified, and Social Studies which are 98.1% qualified, are at 100% highly qualified. SB 51 was designed to make our teachers all highly qualified but it looks like Christina is already there…
So, there is reason that the Board wanted to give smaller bonuses to all teachers instead of arbitrarily giving it to one or two who by luck of their student draw, got the highest score. All its teachers deserve to bonus. Not one.
Now, let us compare that to a charter. We will pick one… Delaware Academy of Public Safety and Security. This is a charter under the direction of one Charlie Copeland, heard of him? This school has 192 students, zero of them on low income. It has only 17 teachers. It averages close to the magic number; it has 12 students for each teacher. 23% of its teachers have a masters or above. It’s number of highly qualified teachers in English are 0%. It’s math is at 100%. So 100% of its students are being taught English by a teacher who is not “highly” qualified.
So let us jump to Newark Charter School. This is one that is always tooted by Charter School enthusiasts to promote their cause. It is the best of the best of the best. Yet the best of the best of the best falls behind Christina School District, considered by Murphy and his friend Jea Street, as the worst of the worst of the worst, with only a 91.3% highly qualified teaching staff in Reading and Language Arts, and only a 95.2% highly qualified staff in Mathematics.
The best of the best of the best is worse than the worst of the worst of the worst….
There is something really funny going on, when the official line from the Markell, Rodel staffed Department of Education is saying stuff being picked up by the News Journal and front paged… that its very own website contradicts!
So we take away $2.3 million from the Christina District that has students under 100% highly qualified teachers even in the poorest sections of town, a gigantic district where 61.7% of children come from low income homes, and give $2.3 million to Charters, representing 7.9% of Delaware’s students, who have do not have 100% highly qualified teachers and who have either a zero or 1/5 the percentage of low income household students that the Christina District forebears….
And we call that progress from the governor who wants to be known as the “Educational Governor.” ???
The fix is easy. Pay for charter schools by increasing the top tax rate to cover what charters need. Let Traditional Public Funds stay in traditional Public Schools. As Steve Newton pointed out which you all read, such was in the original RODEL Charter put together “back in the day.”…
If it was so good then, what’s wrong with it now? Let’s just do it and fix this education thing once and for all! Raise the income tax on the top marginal rate to cover the state’s cost of all charters.
In order to protect the Charter School system and the voucher program, just before testing, charter schools expulsed their struggling students, forcing them back onto the public school system.
Test scores of Charters will be artificially high, and those of public schools will be artificially low. Tennessee charter schools were currently running behind those of Tennessee’s public school system.
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.
That is why one child in five fails the Texas standard tests.
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.
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.”
Courtesy of Support Public Schools
Time’s Woman Of The Year:
How one all-nighter of erasures set American Education Back 20 years. Not since Hitler invaded France has one person set back civilization as much.
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 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”…
Moving on.
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…
Moving on.
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….
Moving on.
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.
kavips 