Creation Science vs. Evolution February 18, 2013Posted by rogerhollander in Education, Science and Technology.
Tags: roger hollander, religion, fundamentalism, evolution, creation science, biological reproduction, stork theory
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Get Corporations Out of Education: An Open Letter to Arne Duncan February 16, 2013Posted by rogerhollander in Barack Obama, Education.
Tags: roger hollander, education, arne duncan, chicago teachers, standarized testing, educational policy, john dewey, testing companies
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Following abysmal failure of Bush’s ‘No Child Left Behind,’ teachers say Obama’s education policy follows same flawed thinking
(Note from the Answer Sheet’s Valerie Strauss: A coalition of teachers from public and private schools — including the school that Education Secretary Arne Duncan attended as a child and where President Obama’s daughters were enrolled before they moved to Washington — are releasing an open letter to Duncan expressing concerns about department policies that they say promote the overuse of standardized tests. Among the signees are teachers from the Ariel Community Academy, a public school that was founded by a team of people that included Duncan.)
Secretary of Education Arne Duncan. (AP file)
Dear Mr. Duncan,
As primary, secondary, and university educators who are passionate about the importance of a liberal arts education in building and maintaining a democratic society, we are very concerned with the impact of standardized testing on humanities curricula. The widespread trend of teaching to the test is undermining primary and secondary education. Social studies, history, the fine arts, the study of literatures and languages, drama and music; these and other subjects not assessed in the standardized tests of “No Child Left Behind” are subjects that are themselves being left behind as administrators pressure teachers to raise narrowly conceived test scores in a few core areas.
We seek to build respect for the democratic process, critical thinking skills, writing skills, and understanding that is not accurately measured in multiple-choice tests. (see the Fair Test website for a review of the literature: http://www.fairtest.org/k-12/high%20stakes). While we see the Common Core Curriculum as a step in the right direction, we steadfastly reject attempts pushed by testing companies to devise standardized assessments to measure progress in reading, writing, and speaking. Nor do we believe that computer programs currently being developed by major assessment corporations, or any form of outsourcing of essay assessments, are viable solutions.
Put your faith in teachers rather than corporate interests to assess reading, writing, and speaking. Do not allow corporations to control American education.
Instead of relying on standardized tests, we believe that the best way to pursue higher standards in reading, writing, and speaking skills is to develop standardized and widely accepted rubrics for assessment and allow teachers to assess their students with these rubrics.
We are very concerned with the extent to which current educational policies have embraced what John Dewey would call “instrumental rationality” in seeking solutions that can be statistically measured. We are currently seeing a national backlash against such measurements from parents, teachers, and administrators. These statistical measures merely confirm the very real social gaps between the haves and the have-nots in American education. (For a review of the literature see http://cepa.stanford.edu/sites/default/files/reardon%20whither%20opportunity%20-%20chapter%205.pdf).
University administrators have known for some time that high SAT scores correlate closely with socioeconomic class. Students who do well on them may succeed more frequently in college than those who do not, but this correlation may be telling us more about the test than about the students. Secondary teachers often see students who are terrific at taking tests, but who choose to avoid tasks requiring difficult thinking.
University educators want students who can write, research, and think: students who are open minded, passionate, and curious. These qualities are snuffed out under the drive for high scores on standardized multiple-choice tests under “No Child Left Behind.”
Secondary educators want to prepare students for the challenges that they will face at colleges and universities. This is difficult to do when an overemphasis on discrete item standardized testing prevents them from engaging their students in the meaningful work that best prepares them for the next level.
We know that your office is bombarded with lobbyists from major testing companies, textbook companies, and big donors with big money who seek to shape education reform. State Boards of Education are faced with similar pressures. We feel strongly that big money is far too invested in the current debate, and we are concerned that their influence is determining much of what passes for “reform.” Put your faith in teachers rather than corporate interests to assess reading, writing, and speaking. Do not allow corporations to control American education.
We invite further discussion at your convenience. A delegation from among the signees below will be happy to meet you for hoops and a discussion.
New Trier High School:
Northern Illinois University:
Jerome D. Bowers, History Dept.
University of Illinois-Chicago:
Robert Johnston, History Dept.
Will Fitzhugh, Editor and Publisher
The Report Card:
William Korach, Editor and Publisher
University of Chicago Laboratory Schools:
Diane Puklin, Emeritus
Ariel Community Academy
Chicago Teachers Union
Duncan (and Obama) will likely be more intrigued by your invitation to shoot baskets than a thoughtful discussion about removing corporate interests in the “reform” of our education system. The Manufactured Crisis (Berliner and Biddle, 1995) was an early warning about the influences threatening American education at that time, and we are seeing how its thesis is playing out in the administration’s misguided current education policies. It is essential to return the task of designing our system of education to educators.
Should Taxpayers Be Funding Private Schools That Teach Creationism? February 1, 2013Posted by rogerhollander in Education, Religion, Right Wing, Science and Technology.
Tags: Arizona, bobby jindal, Christianity, colorado, cory booker, creationism, education, evolution, louisiana, natural selection, privitization, public education, religion, religious right, roger hollander, school vouchers, science, texas, zack kopplin
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Roger’s note: What is at issue here is not only the question of publicly funding the idiotic notion of creationism, but the very substance of public education. Public education (advocated by Karl Marx in the Communist Manifesto) is a sine qua non of democracy. The massive effort by the extreme right to privatize public education, aided and abetted by Obama and his Education Secretary Arne Duncan, is aimed at replacing what is left of democracy in the United States with theocratic tinged militarized corporatism.
|John Scalzi (CC BY 2.0)|
|Part of an exhibit at the Creation Museum in Petersburg, Ky.|
By Zack Kopplin
According to so-called education reform advocates like former Florida Gov. Jeb Bush and his Foundation for Excellence in Education, school vouchers, which allow parents to direct state money to private schools of their choice, are essential because “families need the financial freedom to attend schools that meet their needs.” From Louisiana Gov. Bobby Jindal, a Republican, to Newark, N.J.’s Democratic Mayor Cory Booker, these programs are backed by politicians on both sides of the aisle, and they enjoy the support of powerful interest groups such as the Friedman Foundation for Educational Choice and the American Federation for Children.
Voucher programs have been established in 12 states and the District of Columbia, and they are spreading as Texas and Tennessee attempt to create ones of their own. As the use of vouchers has expanded across the country in recent years, new questions have arisen that extend beyond concerns about their appropriateness and legality. We’ve pushed standards, testing and accountability for public schools, so why shouldn’t private institutions receiving vouchers have to meet those same requirements? Should private institutions be allowed to ignore state science standards and teach their students creationism while receiving taxpayer money? Does learning about biblical creation, rather than evolution, really help to meet students’ needs?
I first investigated the relationship between creationism and voucher programs after reading an AlterNet article in June about Eternity Christian Academy in Louisiana. Now removed from the state’s voucher program, the school was using the Accelerated Christian Education curriculum to teach students that the mythical Loch Ness Monster existed and somehow disproved evolution. As I looked further into Louisiana’s program, I found that there wasn’t just one school but at least 20 private ones getting vouchers and thus receiving millions of taxpayer dollars. After reviewing my research, New Orleans Times-Picayune columnist James Gill wrote that “vouchers have turned out to be the answer to a creationist’s prayer.”
This isn’t just a Louisiana problem. It seems clear that the U.S. is facing a national creationism epidemic. In an exposé I wrote posted by MSNBC host Melissa Harris-Perry, I identified hundreds of additional voucher schools in nine states and the District of Columbia using dozens of different creationist curriculums. These schools are receiving tens of millions of dollars, and maybe even hundreds of millions, to teach religious beliefs in violation of state science standards. With 164 such campuses, Florida’s John M. McKay Scholarships for Students With Disabilities Program contained the highest concentration of creationist voucher schools I was able to uncover. Indiana, which has been marketed as the “gold standard” for voucher accountability, has at least 37 such schools teaching creationism. A couple of its campuses proudly advertise that their students are taken to the Creation Museum on field trips. So far, I’ve discovered 311 creationist voucher schools across the country.
Those 311 schools are not the only taxpayer funded institutions teaching creationism. There are likely hundreds more. Although many are difficult to find, either because they don’t have websites or don’t advertise their creationist curriculum, lots of voucher schools fit the profile of creationist campuses that are already known. On top of this, two states, Arizona and Mississippi, have voucher programs but don’t release the names of participating schools. Officials with the Arizona Department of Education confirmed to me that every private school in the state is eligible to participate in the program, and since I’ve identified private creationist schools there that could be involved, there is little doubt that Arizona is funding some of them. I believe it’s a safe bet that every school voucher program in the country is financing creationism.
These campuses would be shut if they were subject to the same standards as public institutions. The courts have shot down the teaching of creationism and intelligent design with public money over and over again, so why are we letting taxpayer funded private voucher schools teach them? The scientists and educators who devised both state science standards and the national common core standards knew creationism was pseudo-science that would not help American students get the education they need to succeed in a global, 21st century economy. That’s why we don’t teach creationism in public schools. Taxpayers should be outraged that their hard-earned dollars are enabling the mis-education of private school students.
Aside from not meeting these basic academic standards, many voucher schools suffer from other significant problems. Louisiana bloggers have exposed profiteering prophets who sought to capitalize on taxpayer funding for private schools. The Miami New Times reports that voucher schools in Florida are being run by administrators who “include criminals convicted of cocaine dealing, kidnapping, witness tampering, and burglary.” A school in Louisiana’s program was slated to receive millions of dollars from vouchers but lacked the facilities needed to house new students.
Proponents of vouchers argue that diverting money from public to private schools will help students learn by increasing inter-campus competition. But when voucher programs contain institutions that teach creationism instead of science, it’s easy to see that damage is being done to students whose futures are jeopardized by poor education.
Although a judge recently ruled that the way Louisiana funds its school voucher program is unconstitutional, it continues to operate as the state appeals the decision. Similarly, the voucher program in Colorado has been halted by a court injunction. But given the aggressive activity of taxpayer funded voucher programs across the country, we need to fight to make sure that no additional ones are created. And we need to stop politicians in states such as Indiana and Wisconsin from following through on plans to expand already existing programs. Today’s students and our nation’s future demand it.
Zack Kopplin is a science education advocate and winner of the Hugh M. Hefner First Amendment Award in Education and the National Center for Science Education’s Friend of Darwin Award.
Boycott of Standardized Tests Spreads as Seattle Teachers Revolt January 14, 2013Posted by rogerhollander in Education, Labor.
Tags: academic progress, arne duncan, ballard high, education, garfield high, map, public education, roger hollander, school boycott, school reform, seattle schools, standardized tests
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Teachers in Seattle schools refuse to administer ‘specious’ standardized tests. Will others follow their lead?
Opponents of the nation’s relentless push for standardized testing in public schools have new champions in Seattle this week as teachers at one high school and now another have refused to issue such exams to their students, calling them a waste of “time and money” amid “dwindling school resources.”
The entire teaching faculty at Garfield High School (with only three abstentions) voted to support a boycott against administering the Measures of Academic Progress (MAP) this week or ever again. Garfield is the largest of thirteen high schools in the Seattle Public School (SPS) system.
In a press release, Kris McBride, Garfield’s academic dean and testing coordinator, said the test “produces specious results, and wreaks havoc on limited school resources” during the weeks the test is administered.
On Friday, teachers at Ballard High School said they would join the boycott as well. National support for the teachers was also growing online, as a petition circulated and a facebook page for the teachers materialized.
Following some fear that the Garfield teachers could face disciplinary action, well-known education policy expert Diane Ravitch was among those using social media to garner additional support for their cause on Saturday:
In an interview with Seattle’s KUOW Radio, Ravitch said, “This is the first time, to my knowledge, that the entire staff of a school has said ‘no, we will not do this. It’s not good for the students, and it’s a waste of time and money.’”
A letter issued by the Garfield teachers said they would all “respectfully decline to give the MAP test” to any of their students this year.
“I’m teaching by example. If I don’t step up now, who will?” –Mario Shauvette, Garfield High math teacher
“We have had different levels of experiences with MAP in our varied careers, have read about it, and discussed it with our colleagues,” they said. “After this thorough review, we have all come to the conclusion that we cannot in good conscience subject our students to this test again.”
The Christian Science Monitor recounts the teachers’ press event in dramatic fashion:
Forty-five minutes after school let out Thursday afternoon, 19 teachers… at Seattle’s Garfield High School worked their way to the front of an already-crowded classroom, then turned, leaned their backs against the wall of whiteboards, and fired the first salvo of open defiance against high-stakes standardized testing in America’s public schools.
To a room full of TV cameras, reporters, students, and colleagues, the teachers announced their refusal to administer a standardized test that ninth-graders across the district are mandated to take in the first part of January. Known as the MAP test – for Measures of Academic Progress – it is intended to evaluate student progress and skill in reading and math.
First one teacher, then another, and then more stepped forward to charge that the test wastes time, money, and dwindling school resources.
“Our teachers have come together and agreed that the MAP test is not good for our students, nor is it an appropriate or useful tool in measuring progress,” McBride told the crowded room. “Additionally, students don’t take it seriously. It produces specious results and wreaks havoc on limited school resources during the weeks and weeks the test is administered.”History teacher Jesse Hagopian discusses Garfield High School teachers’ decision to refuse to the give the MAP test to their students during a press conference in Seattle on Thursday. (Photo by Erika Schultz / The Seattle Times)
In addition to the detrimental impact on students, teachers also pushed back against the test as a way to evaluate teacher performance.
“To use this (MAP) as a tool to evaluate our teaching makes no sense,” said Jesse Hagopian, a history teacher at Garfield High. “They’re setting us up for failure. And Garfield High School is not a failure. We’re the home of (former students) Jimi Hendrix, Bruce Lee and Quincy Jones.”
Hagopian told Common Dreams that Garfield has a proud tradition of teaching to the “whole student” and that its faculty came together because they understand that test results do no adequately tell the story of who students are or will go on to be. “No one cares how Jimi Hendrix scored on a high school math test,” he said. “And no one should.”
“We really think our teachers are making the right decision,” said Garfield student body president Obadiah Stephens-Terry. “I know when I took the test, it didn’t seem relevant to what we were studying in class – and we have great classes here at Garfield. I know students who just go through the motions when taking the test, just did it as quickly as possible so they could do something more useful with their time.”
Asked if teachers were worried about what lessons students might take away from their defiant boycott chairman of the math department Mario Shauvette, stepped forward and said: “I’m teaching by example. If I don’t step up now, who will? I’m taking charge of what I do here.”
For his part, Wayne Au, former Garfield student and now assistant professor of education at the University of Washington, says teachers at his alma mater are offering their students—and others involved in the fight against corporate school reform—many valuable lessons.
Writing at ReThinking Schools, where he is assistant editor, Au explains:
At the most basic level, the national corporate school reform agenda requires teachers’ compliance. So regardless of individual motives, when a group of teachers collectively and publicly says NO, that represents a fundamental challenge to those pushing that elite agenda. The growing support for Garfield teachers’ resistance to the MAP test is a testament to just how much the collective action of teachers at one school means to the rest of the world.
Having all of the teachers at a school decide to support a boycott of a high-stakes, standardized test is a rare and beautiful thing, one that hasn’t happened since some Chicago teachers did it over a decade ago. That is powerful and inspirational stuff, and as far as I’m concerned, because we don’t yet know the district’s response, the teachers at Garfield are showing a level courage and heroism that I love and admire.
When nearby Ballard High School joined the boycott, teachers there cited numerous and various reasons for aligning with their colleagues at Garfield.
The test—teachers at Ballard said in a letter explaining their decision—has “been re-purposed by district administration to form part of a teacher’s evaluation, which is contrary to the purposes it was designed for, as stated by its purveyor, making it part of junk science.”
The Ballard High teachers, who spoke as one unit, said they were in full agreement with and would stand in support of those at Garfield. “Specifically,” they said, “the MAP test program throughout Seattle Public Schools ought to be shut down immediately. It has been and continues to be an embarrassing mistake. Continuing it even another day, let alone another month or year or decade, will not turn this sow’s ear into a silk purse.”
As Reuters points out: “The revolt… comes at a time of fierce political battles over teacher evaluations that has played out in cities from Chicago to Los Angeles.” And continues:
The MAP test that has become a point of contention at Garfield is given at schools around the country but is not required by Washington state.
Unlike the tests required by the state, which are the High School Proficiency Exam and the End-of-Course exams, it has no bearing on students’ grades or their ability to graduate.
Education journalist Valerie Strauss, writing at her Answer Sheet blog, adds:
The boycotts are part of a growing grass-roots revolt against the excessive use of standardized tests to evaluate students, teachers, schools, districts and states. The high-stakes testing era began a decade under No Child Left Behind, and critics say that the exams are being inappropriately used and don’t measure a big part of what students learn.
Parents have started to opt out of having their children take the exams; school boards have approved resolutions calling for an end to test-based accountability systems; thousands of people have signed a national resolution protesting high-stakes tests; superintendents have spoken out, and so have teachers. It has been building momentum in the last year, since Robert Scott, then the commissioner of education in Texas, said publicly that the mentality that standardized testing is the “end-all, be-all” is a “perversion” of what a quality education should be.
In Quebec It’s Official: Mass Movement Leads to Victory for Students September 22, 2012Posted by rogerhollander in Canada, Economic Crisis, Education, Quebec.
Tags: jean charest, maple spring, naomi klein, parti quebecois, pauline marois, quebec, quebec election, quebec strike, roger hollander, student protest, student strike, student tuition, students
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Published on Friday, September 21, 2012 by Common Dreams
Naomi Klein: ‘This is why radical movements are mercilessly mocked. They can win.’
Students protesting the rise in tuition fees demonstrate in Montreal Saturday, April 14, 2012. (Graham Hughes/THE CANADIAN PRESS)
After a year of revolt which became known as the “Maple Spring”—including massive street protests that received global attention—university students across Quebec were celebrating victory on Thursday night following the announcement from newly elected Premier Pauline Marois that the government was cancelling the proposed tuition hike that led to the student uprising and nullifying the contentious Bill 78 law which was introduced to curb the powerful protests.
“It’s a total victory!” said Martine Desjardins, president of the Fédération étudiante universitaire du Québec, which is the largest student association with about 125,000 students. “It’s a new era of collaboration instead of confrontation.”
“Together we’ve written a chapter in the history of Quebec,” she added. “It’s a triumph of justice and equity.”
Well-known Canadian author and activist Naomi Klein, responded to the news by tweeting:
And, “Bravo to the striking students,” tweeted Gabriel Nadeau-Dubois, a spokesperson for the Coalition large de l’association pour une solidarité syndicale étudiante (CLASSE) during the most tumultous and pitched episodes of the student mobilization, in French:
Marois’ announcement followed her very first cabinet meeting and was a fulfillment of promises she made during her recent campaign against the former premier, Jean Charest. For his part, Charest became the prime target of ire for students during their fight against the tuition hikes and following the passage of Bill 78, which he signed. The most odious sections of Bill 78, which later became Law 12, will be nullified by decree, said Marois.
The Montreal Gazette reports:
Whichever side of the debate you were on, there was no denying the significance of the moment. Marois, who was criticized by the Liberals for wearing a symbolic red square in solidarity with students for much of the conflict, made a promise to cancel the tuition increase — and she moved quickly to fulfill that commitment.
Students, who organized countless marches and clanged pots and never wavered from their goal of keeping education accessible with a tuition freeze, seemed at last to have triumphed definitively.
The various student groups, which range from the more radical CLASSE to the less strident FEUQ, do not share all the same political goals or tactics, but it is unquestionable that their shared movement helped lead to the downfall of the Charest government, paved the path for Marois victory, and culminated in yesterday’s victory.
As CBC News reports:
“It’s certain that we were very present[...] during the election to make sure that Charest, who was elected with a weak majority vote in 2008, was not reelected,” said Desjardins.
Another more militant student association, CLASSE — the Coalition Large des Association pour une Solidarite Syndicale Étudiante — has as its central mandate a goal to keep fighting for free tuition. But Desjardins said FEUQ plans a calmer approach on pressure tactics.
Desjardins said she does not believe CLASSE’s campaign for free tuition will negatively impact the FEUQ’s plans. She pointed out that both groups had clearly outlined their differences during the student crisis.
The FEUQ president also said a consensus between the government and all student associations is possible.
The Worst Teacher in Chicago September 12, 2012Posted by rogerhollander in Chicago, Education, Labor.
Tags: arne duncan, benno schmidt, charter schools, chicago, chicago strike, edison schools, education, Greg Palast, public educatiion, Rahm Emanuel, roger hollander, standardized tests, teacher's strike, teachers
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Greg Palast is the author of the new Book Billionalres and Ballot Bandits: How to Steal an Election in 9 Easy Steps. For two decades, Palast was an investigator for Chicago-area unions, including the Chicago Teachers Union.
They’ve almost stopped pretending, too. Both the Right Wing-nuts and the Obama Administration laud the “progress” of New Orleans’ schools–a deeply sick joke. The poorest students, that struggle most with standardized tests, were drowned or washed away.
One thing Democrat Emanuel and Republican Romney both demand of Chicago teachers is that their pay, their jobs, depend on “standardized tests.” Yes, but whose standard?
But Rahm, after all, is just imposing Bush education law which should be called, No Child’s Behind Left.
Mayor’s Kids Private School is What Public Schools Should Be September 12, 2012Posted by rogerhollander in Chicago, Education, Labor.
Tags: arne duncan, chicago, chicago strike, ctu, education, karen lewis, labor, labour, mike elk, private schools, public education, Rahm Emanuel, roger hollander, standarized tests, teacher evaluations, teacher's strike, unions
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Director of Private School Where Rahm Sends His Kids Opposes Using Testing for Teacher Evaluations
CTU President Karen Lewis says she would love to use University of Chicago Lab School as model for public schools
Unlike occasional teacher union opponent Secretary of Education Arne Duncan, Chicago Mayor Rahm Emanuel does not send his kids to public schools. Instead, Emanuel’s children attend one of the most elite prep schools in Chicago, the University of Chicago Lab School, where the annual tuition is more than $20,000. (Emanuel has repeatedly refused to answer questions about why he eschews public schools for his children, telling reporters that it is a private family decision.)
Chicago Mayor Rahm Emanuel eschews the city’s public schools in favor of the University of Chicago Lab School, who director eschews Emanuel’s idea of “reform.” (Zol87/Flickr/Creative Commons)
The conditions at the University of Chicago Lab Schools are dramatically different than those at Chicago Public Schools, which are currently closed with teachers engaged in a high-profile strike. The Lab School has seven full-time art teachers to serve a student population of 1,700. By contrast, only 25% of Chicago’s “neighborhood elementary schools” have both a full-time art and music instructor. The Lab School has three different libraries, while 160 Chicago public elementary schools do not have a library.
“Physical education, world languages, libraries and the arts are not frills. They are an essential piece of a well-rounded education,” wrote University of Chicago Lab School Director David Magill on the school’s website in February 2009.
Chicago Teachers Union (CTU) President Karen Lewis agrees with Magill, and believes what works for Mayor Emanuel’s kids should be a prescription for the rest of the city.
“I’m actually glad that he did [send his kids to Lab School] because it gave me an opportunity to look at how the Lab school functions,” Lewis told Chicago magazine in November 2011. “I thought he gave us a wonderful pathway to seeing what a good education looks like, and I think he’s absolutely right, and so we love that model. We would love to see that model throughout.”
One of the key sticking points in union negotiations is that Emanuel wants to use standardized tests scores to count for 40 percent of the basis of teacher evaluations. Earlier this year, more than 80 researchers from 16 Chicago-area universities signed an open letter to Emanuel, criticizing the use of standardized test scores for this purpose. “The new evaluation system for teachers and principals centers on misconceptions about student growth, with potentially negative impact on the education of Chicago’s children,” they wrote.
CTU claims that nearly 30% of its members could be dismissed within one to two years if the proposed evaluation process is put into effect and has opposed using tests scores as the basis of evaluation. They’re joined in their opposition to using testing in evaulations by Magill.
Writing on the University of Chicago’s Lab School website two years ago, Magill noted, “Measuring outcomes through standardized testing and referring to those results as the evidence of learning and the bottom line is, in my opinion, misguided and, unfortunately, continues to be advocated under a new name and supported by the current [Obama] administration.”
While Magill could not be reached for direct comment on the specifics of the Chicago Teachers’ strike, his past writings on the school’s site suggest he might be supportive.
“I shudder to think of who would be attracted to teach in our public schools without unions,” Magill wrote on the school’s website in February 2009, adding that, even with unions, many teachers “have had no choice but to take on second jobs to make ends meet.“
But Magill’s writings also note just how fine a line CTU will have to walk to keep public sentiment, which currently supports the strike 47% to 39%, on its side according to one recent poll. Acknowledging the “distressing…generational change in the public’s attitude toward teachers,” Magill writes, “Some would say that teachers are responsible for this change by publicly participating in actions designed to bring attention to sub-standard working conditions and compensation. These actions often cause unintended collateral damage to students. Parents and the public at large have long memories when the education of their children is interrupted. We must find a way to conclude collective bargaining without raising doubts about the professionalism of those whose work should be valued the most.”
Why We’re Striking in Chicago September 10, 2012Posted by rogerhollander in Chicago, Education, Labor.
Tags: chicago, corporate education, ctu, education, karen lewis, labor, labour, teacher strike
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‘Join Our Fight for Education Justice,’ says CTU President Karen Lewis
Teachers, paraprofessionals and school clinicians in Chicago have been without a labor agreement since June of this year. Following the inability of the Chicago Teachers Union (CTU) and the Chicago Public Schools (CPS) to reach an agreement over benefits, the role of standardized tests in teacher evaluations, and physical improvements to schools that teachers say are harming both teacher and student performance, the CTU has announced that a city-wide stirke will begin today — the first teachers strike in 25 years. Pickets are expected at 675 schools and the Board of Education. The following are remarks from CTU
Negotiations have been intense but productive, however we have failed to reach an agreement that will prevent a labor strike. This is a difficult decision and one we hoped we could avoid. Throughout these negotiations have I remained hopeful but determined. We must do things differently in this city if we are to provide our students with the education they so rightfully deserve.
Talks have been productive in many areas. We have successfully won concessions for nursing mothers and have put more than 500 of our members back to work. We have restored some of the art, music, world language, technology and physical education classes to many of our students. The Board also agreed that we will now have textbooks on the first day of school rather than have our students and teachers wait up to six weeks before receiving instructional materials.
Recognizing the Board’s fiscal woes, we are not far apart on compensation. However, we are apart on benefits. We want to maintain the existing health benefits.
Another concern is evaluation procedures. After the initial phase-in of the new evaluation system it could result in 6,000 teachers (or nearly 30 percent of our members) being discharged within one or two years. This is unacceptable. We are also concerned that too much of the new evaluations will be based on students’ standardized test scores. This is no way to measure the effectiveness of an educator. Further there are too many factors beyond our control which impact how well some students perform on standardized tests such as poverty, exposure to violence, homelessness, hunger and other social issues beyond our control.
We want job security. Despite a new curriculum and new, stringent evaluation system, CPS proposes no increase (or even decreases) in teacher training. This is notable because our Union through our Quest Center is at the forefront teacher professional development in Illinois. We have been lauded by the District and our colleagues across the country for our extensive teacher training programs that helped emerging teachers strengthen their craft and increased the number of nationally board certified educators.
We are demanding a reasonable timetable for the installation of air-conditioning in student classrooms–a sweltering, 98-degree classroom is not a productive learning environment for children. This type of environment is unacceptable for our members and all school personnel. A lack of climate control is unacceptable to our parents.
As we continue to bargain in good faith, we stand in solidarity with parents, clergy and community-based organizations who are advocating for smaller class sizes, a better school day and an elected school board. Class size matters. It matters to parents. In the third largest school district in Illinois there are only 350 social workers—putting their caseloads at nearly 1,000 students each. We join them in their call for more social workers, counselors, audio/visual and hearing technicians and school nurses. Our children are exposed to unprecedented levels of neighborhood violence and other social issues, so the fight for wraparound services is critically important to all of us. Our members will continue to support this ground swell of parent activism and grassroots engagement on these issues. And we hope the Board will not shut these voices out.
While new Illinois law prohibits us from striking over the recall of laid-off teachers and compensation for a longer school year, we do not intend to sign an agreement until these matters are addressed.
Again, we are committed to staying at the table until a contract is place. However, in the morning no CTU member will be inside our schools. We will walk the picket lines. We will talk to parents. We will talk to clergy. We will talk to the community. We will talk to anyone who will listen—we demand a fair contract today, we demand a fair contract now. And, until there is one in place that our members accept, we will on the line.
We stand in solidarity with our brothers and sisters throughout the state and country who are currently bargaining for their own fair contracts. We stand with those who have already declared they too are prepared to strike, in the best interests of their students.
This announcement is made now so our parents and community are empowered with this knowledge and will know that schools will not open on tomorrow. Please seek alternative care for your children. And, we ask all of you to join us in our education justice fight—for a fair contract—and call on the mayor and CEO Brizard to settle this matter now. Thank you.
“Shocks the Conscience” August 15, 2012Posted by rogerhollander in Criminal Justice, Education.
Tags: abby zimet, Civil Rights, Criminal Justice, education, juveniles, mississippi, private prisons, roger hollander
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08.15.12 – www.commondreams.org
by Abby Zimet
A horrific story out of Meridian, Miss. – and evidently a lot of other places – where police act as a “taxi service” for a school-to-prison pipeline that shuttles mostly black kids to jail for “offenses” like dress code violations, flatulence, profanity, and disrespect. After months of investigation, the Justice Department’s Civil Rights Division found the police, Youth Court and Youth Services systematically violated the rights of mostly black and disabled children by arresting them without probable cause and sending them into a juvenile justice system where “existing due process protections are illusory and inadequate.”
“The systematic disregard for children’s basic constitutional rights by agencies with a duty to protect and serve these children betrays the public trust.“
Tags: bill 78, Canada, civil disobedience, civil liberties, classe, jean charest, montreal, montreal protest, quebec, quebec government, quebec students, roger hollander, student strike, student tuition, tuition hike
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Published on Wednesday, May 23, 2012 by Common Dreams
Marchers defy Bill 78; Neighborhoods fill with sound of banging pots and pans
“The single biggest act of civil disobedience in Canadian history.”
That’s how yesterday’s Montreal protest is being described today. Hundreds of thousands red-shirted demonstrators defied Quebec’s new “anti-protest” law and marched through the streets of downtown Montreal filling the city with “rivers of red.”
Tuesday marked the 100th day of the growing student protests against austerity measures and tuition increases. In response to the spreading protests, the conservative Charest government passed a new “emergency” law last Friday – Bill 78.
Since Bill 78 passed, people in Montreal neighborhoods have appeared on their balconies and in front of their houses to defiantly bang pots and pans in a clanging protest every night at 8 p.m.Bill 78 mandates:
- Fines of between $1,000 and $5,000 for any individual who prevents someone from entering an educational institution or who participate in an illegal demonstration.
- Penalties climb to between $7,000 and $35,000 for protest leaders and to between $25,000 and $125,000 for unions or student federations.
- All fines DOUBLE for repeat offenders
- Public demonstrations involving more than 50 people have to be flagged to authorities eight hours in advance, include itinerary, duration and time at which they are being held. The police may alter any of these elements and non-compliance would render the protest illegal.
- Offering encouragement for someone to protest at a school, either tacitly or otherwise, is subject to punishment. The Minister of Education has said that this would include things like ‘tweeting’, ‘facebooking’, and has she has implied that wearing the student protest insignia (a red flag-pin) could also be subject to punishment.
- No demonstration can be held within 50 meters of any school campus
Bill 78 not only “enraged civil libertarians and legal experts but also seems to have galvanized ordinary Quebecers.” Since the law passed Friday, people in Montreal neighborhoods have appeared on their balconies and in front of their houses to defiantly bang pots and pans in a clanging protest every night at 8 p.m.
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The CBC (Canadian Broadcasting Corporation) reports:
CLASSE spearheaded Tuesday’s march, aided by Quebec’s largest labor federations. The province’s two other main student groups, FEUQ and FECQ, also rallied their supporters.
CLASSE said Monday it would direct members to defy Bill 78, Quebec’s emergency legislation.
The special law was adopted last Friday, suspending the winter semester and imposing strict limits on student protests. Organizers have to submit their itinerary to authorities in advance, or face heavy fines.
CLASSE spokesman Gabriel Nadeau-Dubois said the special legislation goes beyond students and their tuition-hike conflict.
“We want to make the point that there are tens of thousands of citizens who are against this law who think that protesting without asking for a permit is a fundamental right,” he said, walking side by side with other protesters behind a large purple banner.
“If the government wants to apply its law, it will have a lot of work to do. That is part of the objective of the protest today, to underline the fact that this law is absurd and inapplicable.”
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The Montreal Gazette reports:
A protest organizers described as the single biggest act of civil disobedience in Canadian history choked the streets of downtown Montreal in the middle of Tuesday’s afternoon rush hour as tens of thousands of demonstrators expressed outrage over a provincial law aimed at containing the very sort of march they staged.
Ostensibly Tuesday’s march was to commemorate the 100th day of a strike by Quebec college and university students over the issue of tuition increases. But a decision last Friday by the Charest government to pass Bill 78 – emergency legislation requiring protest organizers to provide police with an itinerary of their march eight hours in advance – not only enraged civil libertarians and legal experts but also seems to have galvanized ordinary Quebecers into marching through the streets of a city that has seen protests staged here nightly for the past seven weeks.
“I didn’t really have a stand when it came to the tuition hikes,” said Montrealer Gilles Marcotte, a 32-year-old office worker who used a vacation day to attend the event. “But when I saw what the law does, not just to students but to everybody, I felt I had to do something. This is all going too far.”
Tuesday’s march was billed as being two demonstrations taking place at the same time. One, organized by the federations representing Quebec college and university students and attended by contingents from the province’s labor movement, abided by the provisions of the law and provided a route. The other, overseen by CLASSE, an umbrella group of students associations, deliberately did not.
By 3: 30 p.m., a little more than 90 minutes after the marches began to snake their way through downtown, CLASSE, which estimated the crowd at 250,000, described the march as “the single biggest act of civil disobedience in Canadian history.”
Other crowd estimates varied between 75,000 and 150,000 protesters. Montreal police do not give official crowd estimates but the Place des festivals, which demonstrators easily filled before the march began, holds roughly 100,000 people.
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Sea of red as hundreds of thousands protest Quebec’s austerity cuts and new anti-protest law, May 22, 2012. (Photo by @philmphoto on instagram)
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The Canadian Press reports:
[...] Shortly before the evening demonstration commenced, supporters in central Montreal districts came out onto their balconies and in front of their homes to bang pots and pans in a seeming call-to-arms.
As well, the powerful Montreal transit union also gave protesters a boost when it called on its members to avoid driving police squads around on city buses during the crowd control operations. Montreal police have for several years used city buses as well as their cruisers to shuttle riot squad officers around to demonstration hotspots and as places to detain prisoners. [...]
The daytime march was considered to be one of the biggest protests held in the city and related events were held in New York, Paris, Toronto, Calgary and Vancouver. [...]
Gabriel Nadeau-Dubois, co-spokesman for the hardline CLASSE group, described Tuesday’s march as a historic act of civil disobedience and said he was ready to face any legal consequences.
“So personally I will be ready