Get Corporations Out of Education: An Open Letter to Arne Duncan February 16, 2013Posted by rogerhollander in Barack Obama, Education.
Tags: arne duncan, chicago teachers, education, educational policy, john dewey, roger hollander, standarized testing, 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.
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.
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.”
Tags: alec, arne duncan, charter schools, chris christie, cyber charter, diane ravitch, education, gates foundation, jeb bush, koch brothers, privatization, public education, Rahm Emanuel, right wing, roger hollander, teachers, teachers' unions
Published on Wednesday, May 2, 2012 by Bridging the Difference Blog / Ed Week
What You Need To Know About ALEC
Since the 2010 elections, when Republicans took control of many states, there has been an explosion of legislation advancing privatization of public schools and stripping teachers of job protections and collective bargaining rights. Even some Democratic governors, seeing the strong rightward drift of our politics, have jumped on the right-wing bandwagon, seeking to remove any protection for academic freedom from public school teachers.
This outburst of anti-public school, anti-teacher legislation is no accident. It is the work of a shadowy group called the American Legislative Exchange Council, or ALEC. Founded in 1973, ALEC is an organization of nearly 2,000 conservative state legislators. Its hallmark is promotion of privatization and corporate interests in every sphere, not only education, but healthcare, the environment, the economy, voting laws, public safety, etc. It drafts model legislation that conservative legislators take back to their states and introduce as their own “reform” ideas. ALEC is the guiding force behind state-level efforts to privatize public education and to turn teachers into at-will employees who may be fired for any reason. The ALEC agenda is today the “reform” agenda for education.
ALEC operated largely in the dark for years, but gained notoriety because of the Trayvon Martin case in Florida. It turns out that ALEC crafted the “Stand Your Ground” legislation that empowered George Zimmerman to kill an unarmed teenager with the defense that he (the shooter) felt threatened. When the bright light of publicity was shone on ALEC, a number of corporate sponsors dropped out, including McDonald’s, Kraft, Coca-Cola, Mars, Wendy’s, Intuit, Kaplan, and PepsiCo. The Bill & Melinda Gates Foundation said that it would not halt its current grant to ALEC, but pledged not to provide new funding. ALEC has some 300 corporate sponsors, including Walmart, the Koch Brothers, and AT&T, so there’s still quite a lot of corporate support for its free-market policies. ALEC claimed that it is the victim of a campaign of intimidation.
The campaign to privatize the schools and to dismantle the teaching profession is in full swing. Where is the leadership to oppose it?
Groups like Common Cause and colorofchange.org have been putting ALEC’s model legislation online and printing the names of its sponsors. They have also published sharp criticism of ALEC’s ideas. This is hardly intimidation. It’s the democratic process at work. A website called alecexposed.org has published ALEC’s policy agenda. Common Cause posted the agenda for the meeting of ALEC on May 11 in Charlotte, N.C. The National Board for Professional Teaching Standards has dropped out of ALEC and also withdrawn from the May 11 conference, where it was originally going to be a presenter.
A recent article in the Newark Star-Ledger showed how closely New Jersey Gov. Chris Christie’s “reform” legislation is modeled on ALEC’s work in education. Wherever you see states expanding vouchers, charters, and other forms of privatization, wherever you see states lowering standards for entry into the teaching profession, wherever you see states opening up new opportunities for profit-making entities, wherever you see the expansion of for-profit online charter schools, you are likely to find legislation that echoes the ALEC model.
ALEC has been leading the privatization movement for nearly 40 years, but the only thing new is the attention it is getting, and the fact that many of its ideas are now being enacted. Just last week, the Michigan House of Representatives expanded the number of cyber charters that may operate in the state, even though the academic results for such online schools are dismal.
Who is on the education task force of ALEC? The members of the task force as of July 2011 are here. Several members represent for-profit online companies, including the co-chair from Connections Academy; many members come from for-profit higher education corporations. There is someone from Jeb Bush’s foundation, as well as right-wing think tank people. There are charter school representatives, as well as Scantron. And the task force includes a long list of state legislators, from Alaska, Arizona, Arkansas, Colorado, Connecticut, Florida, Georgia, Idaho, Illinois, Indiana, Iowa, Kansas, Kentucky, Louisiana, Maine, Maryland, Minnesota, Mississippi, Missouri, Montana, Nebraska, New Hampshire, New Mexico, North Carolina, North Dakota, Ohio, Oklahoma, Pennsylvania, South Carolina, Tennessee, Texas, Utah, Virginia, Washington, West Virginia, Wisconsin, and Wyoming.
Quite a lineup. Common Cause has asked why ALEC is considered a “charity” by the Internal Revenue Service and holds tax-exempt status, when it devotes so much time to lobbying for changes in state laws. Common Cause has filed a “whistleblower” complaint with the IRS about ALEC’s status.
The campaign to privatize the schools and to dismantle the teaching profession is in full swing. Where is the leadership to oppose it?
Diane Ravitch is a historian of education at New York University. She is a non-resident senior fellow at the Brookings Institution in Washington, D.C. She lives in Brooklyn, New York. She has written many books and articles about American education, including: The Death and Life of the Great American School System: How Testing and Choice Are Undermining Education, Left Back: A Century of Battles Over School Reform, (Simon & Schuster, 2000); The Language Police: How Pressure Groups Restrict What Students Learn (Knopf, 2003); The English Reader: What Every Literate Person Needs to Know (Oxford, 2006), which she edited with her son Michael Ravitch.
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How to Destroy Education While Making a Trillion Dollars April 29, 2012Posted by rogerhollander in Education.
Tags: arne duncan, charter schools, education, privitazation, public education, robert freeman, roger hollander, teacher unions, teachers
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Published on Sunday, April 29, 2012 by Common Dreams
The Vietnam War produced more than its share of iconic idiocies. Perhaps the most revelatory was the psychotic assertion of an army major explaining the U.S. bombing of the provincial hamlet of Ben Tre: “We had to destroy the village in order to save it.” If only such self-extinguishing claims for intelligence were confined to military war.
The U.S is ratcheting up a societal-level war on public education. At issue is whether we are going to make it better — build it into something estimable, a social asset that undergirds a noble and prosperous society — or whether we’re going to tear it down so that private investors can get their hands on the almost $1 trillion we spend on it every year. The tear-it-down option is the civilian equivalent of Ben Tre, but on a vastly larger scale and with incomparably greater stakes: we must destroy public education in order to save it. It’s still early in the game, but right now the momentum is with the wreckers because that’s where the money is. Whether they succeed or not will be up to you.
Here’s a three-step recipe for how to destroy education. It maps perfectly to how to make a prodigious profit by privatizing it. It is the essential game plan of the big money boys.
First, lower the costs so you can jack up the profits. Since the overwhelming cost in education is the salaries of the teachers, this means firing the experienced teachers, for they are the most expensive. Replace them with “teachers” who are young, inexperienced, and inexpensive. Better yet, waive requirements that they have to have any training, that is to say, that they be credentialed. That way, you can get the absolute cheapest workers available. Roll them over frequently so they don’t develop any expectation that they’ll ever make a career out of it.
Second, make the curriculum as narrow, rote, and regimented as you can. This makes it possible for low-skilled “teachers” to “teach.” All they need do is maintain order while drilling students in mindless memorization and robotic repetition. By all means avoid messy things like context, nuance, values, complexity, reflection, depth, ambiguity—all the things that actually make for true intelligence. It’s too hard to teach those things and, besides, you need intelligent, experienced people to be able to do it. Stick with the model: Profitable equals simplistic and formulaic. Go with it.
Finally, rinse and repeat five thousand times. Proliferate franchised, chartered McSchools with each classroom in each McSchool teaching the same thing on the same day in exactly the same way. So, for the math lesson on the formula of a line, you only need develop it once. But you download it in Power Point on the assigned day so the room monitors, i.e., the “teachers,” know what bullets to read. Now repeat this for every lesson in every course in every school, every day. In biology, chemistry, geometry, history, English, Spanish, indeed, all of a K-12 curriculum. Develop the lesson literally once, but distribute and reuse it thousands of times with low-cost proctors doing the supervision. The cost is infinitesimal making the profit potential astronomical.
This is the essential charter school model and the money is all the rationale its promoters need. Think about it. There’s a trillion dollars a year spent on public education in the U.S. and enterprising investors want to get their meat hooks on it. Where else in the world can you find a $1 trillion opportunity that is essentially untouched? Not in automobiles. Not in health care. Not in weapons, computers, banking, telecommunications, agriculture, entertainment, retail, manufacturing, housing. Nowhere.
Oh, to be sure, you have to soften up the public with a decades-long PR campaign bashing teachers, vilifying their unions, trashing schools, and condemning public education in general, all the while promising the sun, moon, and stars for privatization, which is the ultimate charter goal. Voila! You’ve got your chance.
But to really make a killing, you need not just revenues, but profits. That’s why the low cost delivery and “build it once but resell it millions of times” model is so key. It was that very model that made Bill Gates the richest man in the world. It is what earned Microsoft 13 TIMES the rate of profit of the average Fortune 500 company in the 1990s and persuaded the Justice Department to declare it a “felony monopolist”. Gates recognizes the model very well, which is why his foundation is pouring tens of millions of dollars into charters. And you thought it was his altruism.
Of course, anybody who actually knows education, indeed, anybody who is simply intelligent, knows that intelligence does not come from rote repetition or parroting Power Point slides at the regimented direction of a room monitor, no matter how perky or well intended. It comes from an agonizingly complex, intricate, sustained set of challenges to the mind that are exquisitely choreographed over the better part of two decades, all intimately tailored to the specific needs of an individual, inquisitive, aspiring student.
That is what real teachers do. And it is precisely what a cookie-cutter, low-content, low-cost, high-turnover, high-profit money mill cannot do. Because it’s not intended to do that. It’s intended to produce profits. Real education, real intelligence, real character are agonizingly slow, dazzlingly complex, maddening difficult things to create. You can’t make a profit off of it, unless you destroy it in the process. That is why not one of the nations of the world that surpass the U.S. in education performance operate charter-based or privatized educational systems.
If America wants better education, it needs to fix the greatest force undermining education, which is poverty. The single most powerful predictor of student performance is the average income of the zip code in which they live. But one out of four American students now live in poverty, and the numbers are growing. One out of two will live in poverty sometime during their lives. Forty-seven million Americans are on food stamps. Is it any wonder American school performance is faltering?
But poverty is a hard and expensive problem to fix. We prefer easy, painless fixes, or even better, vapid clichés about the “magic of the market” and such. Why, look what we got from the deregulation of the banking system: the greatest economic collapse of the last 80 years and the greatest plunder of the public treasury in the history of the world.
This is the essential neo-liberal agenda which Obama enthusiastically supports: privatize and deregulate everything, especially public services, so that the money spent on them can be transferred to private hands. This is how Arne Duncan, Obama’s Secretary of Education, earned his bureaucratic bonafides: he converted more than 100 of Chicago’s public schools to charters while the city’s school superintendent. It’s unbelievable how credulous we are but obviously, propaganda works. That’s why the likes of the Gates Foundation keep pouring money into the cause.
The problem with charter schools is that they simply don’t work, at least not for delivering high quality education. Of course, given their formula, how could they? The most thorough research on charter schools, by Stanford University, shows that while charters do better than public schools in 17% of cases, they actually do worse in 37%, a more than 2-to-1 bad-to-good ratio!
If your doctor injured two patients for every one he cured, would you go to him? If your mechanic wrecked two cars for every one he fixed, would you go to him? Yet that is literally the proposition that charter school operators are peddling. And that 2-to-1 failure rate is after charters have skimmed off the better students and run what can only be called ethnically cleansed schools, counseling out poor performers, special needs cases, and “undesirable” minorities, leaving them for the public schools to deal with. For the data show they do that as well.
The irony of all this, indeed, the hypocrisy, is that America is at least nominally a capitalist county. You would think it would be ok to be honest about your intentions to make money by pillaging children’s futures while looting the public purse. God knows the weapons makers, the banks, the oil companies, the pharmaceutical companies, agribusiness and others aren’t bashful about it. But that doesn’t seem to be true here, in education.
Here, it’s all about “the children,” about “streamlining” education, boosting scores, uplifting minorities, making America competitive, and just about every other infantile fairy tale they can invoke to convince the country to hand over the loot. For that’s what it’s really about. The trillion dollars a year to be made by turning “the children” into intellectually impotent dullards but profit producing zombies? Well, that’s just a lavishly fortunate coincidence. Right?
Remember, you can’t save something by destroying it. Which isn’t to say that swashbuckling entrepreneurs aren’t willing to try. All they need is the liberating impetus of that essential American ethic: “I’m getting mine, screw you.” But the cost of this plunder will be incalculable, for it will ripple through the economy for decades. And the damage will be irreversible for, while public education is the most powerful democratizing institution in the world, it only works when the schools work. When they cease to work, it’s over.
So watch out. A destroyed educational system, a desiccated economy, and a debauched democracy are coming soon to a school district near you.
Robert Freeman teaches history and economics at a public high school in northern California. He is the founder of One Dollar For Life, a national non-profit that helps American schools build schools in the developing world with donations of one dollar. He can be reached at email@example.com.
School Closings Come To Atlanta This Week, To Your City Next Week: It’s Time To Dump Arne Duncan April 14, 2012Posted by rogerhollander in Education, Race.
Tags: arne duncan, atlanta schools, bruce a. dixon, charter schools, diane ravitch, katrina, roger hollander, school privatization, standardized testing
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by BAR managing editor Bruce A. Dixon
A national movement to save public education is coming to life, in the face of a decades-long bipartisan campaign to discredit, de-fund, destabilized and destroy public education. President Bush’s Education Secretary said teachers unions were terrorist organizations. Obama’s man Arne Duncan believes Katrina was the best thing that ever happened to education in New Orleans. Is it time yet to dump, and to dump on Arne Duncan?
School Closings Come To Atlanta This Week, To Your City Next Week: It’s Time To Dump Arne Duncan
by BAR managing editor Bruce A. Dixon
In a pattern that has become typical across the nation, the Atlanta Public School Board voted early this morning to close 7 neighborhood schools, all in mainly black neighborhoods. Some of the proposed school closings were announced the Friday afternoon before spring break, only ten calendar days, and one business day before the meeting that would finalize their closure. Other proposed closings were announced only 3 calender days before the school board meeting. Obviously the authorities wanted to prevent neighborhood parents from mobilizing to protect their children and communities.
Like their counterparts in cities across the country, Atlanta parents, teachers and neighborhood residents pointed out that their school board seemed more devoted to the promotion of charter schools and privatization than it was to the children in public schools, and that it was doing all it could to push as many children as possible out of the public schools into charters. They reminded the board that by their own flawed standardized tests, charters performed no better than public schools, and when they did it was due to their ability to cream off the best students, rather than their willingness to teach everyone’s children.
Judging from last night’s meeting the gap between what hundreds of local parents and teachers know, believe and demand, and the picture of public education brought to us by corporate media is vast and astounding. News coverage of the meeting, and of opposition to the cuts was sparse and condescending, and grossly misrepresented the intents and motives of parents and teachers.
Like school boards across the country, Atlanta’s honchos turned a deaf ear to the children and communities they supposedly serve, even refusing to consider repurposing the empty school buildings as local community resources. In the rush to privatization, school buildings are valuable real estate prizes that can be awarded to well connected developers, and the only kind of economic development anybody has ever heard of is moving poorer people out of neighborhoods to attract richer ones in.
Atlanta is following the same script as Chicago and Philly and New York and Los Angeles and New Orleans. It’s a bipartisan agenda of standardized testing calculated not to teach children, but to furnish the grounds to brand teachers and schools as “underperforming” so that staff can be fired, schools closed, and their resources funneled to charter school operators.
It’s a local problem, but it’s national policy. Atlanta’s school superintendent is much like Obama Secretary of Education Arne Duncan, in that he’s never taught an hour in any classroom. Duncan learned all he needed to know about education from his mother’s tutoring programs, he says, and his time as a pro basketballer, his time in the financial markets and on Mayor Daley’s staff. Atlanta’s Eroll Davis says he learned all he needed to know about running a school system from his time serving on the board of British Petroleum.
Atlanta’s school chief says he’s closing black schools to give them the same thing wealthy and mostly white neighborhoods have, an academic support system. His national counterpart Arne Duncan famously declared that Hurricane Katrina was the best thing that ever happened to education in New Orleans. Duncan’s predecessor as Chicago schools CEO was immediately dispatched to Louisiana where he closed more than 100 New Orleans public schools and fire the system’s entire teaching, administrative, maintenance and support staff.
While the place to fight for control of education is in your neighborhood, in your public school while you still have one, it’s a national fight as well. Public school closings, the de-professionalization of teachers and the push to charters have been national policy under the Bush and Obama administrations. So it’s entirely correct to call for the resignation of Obama’s Secretary of Education Arne Duncan as well.
We wrote about how Duncan teamed up in 2009 with Newt Gingrich and Al Sharpton to do a national tour promoting charter schools, privatization, teacher merit pay and other anti-education schemes. Since them the Obama administration’s Race To The Top has made these things pre-conditions without which no state, no school board receives much in the way of federal funding, and the states that fire the most teachers, close the most schools, and grant the most charters get most of the funding. It’s truly a race, and not to the top.
While it’s time to redouble our efforts to save, rebuild, democratize and re-imagine public education in our cities and neighborhoods around the country, it’s also time to come together nationally and demand an end to federal policies that force charters, standardized testing. Change comes from the bottom and from the top. It’s time to demand the resignation of Obama’s Secretary of Education Arne Duncan. Thousands of educators and students and ordinary citizens have already signed the petition at http://dumpduncan.org. You should too, and forward it to everyone you know.
Those of us on Facebook should click here to join the Dump Duncan group on Facebook, from which you will be able to connect with people concerned and active about saving public education around the country, and access a vast array of helpful resources. Duncan’s and Obama’s Race To The Top, as Diane Ravitch assures us, is really a race to the bottom.
Visit Dump Duncan on the web or on Facebook. Sign the petition, get connected locally and nationally. And get busy.
Bruce A. Dixon is managing editor at Black Agenda Report, and a member of the Georgia Green Party. He can be reached via this site’s contact page, or at bruce.dixon(at)blackagendareport.com.
Using Federal Power to Resegregate American Schools September 24, 2011Posted by rogerhollander in Education, Racism.
Tags: arne duncan, charter schools, Civil Rights, civil rights act, education, esea, jim horn, Lyndon Johnson, public education, race to the top, racism, re-segregation, resegregation, roger hollander, rttt, segregated education, segregation
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Prior to passage of the Elementary and Secondary Act (ESEA) in 1965, a savvy Lyndon Johnson, who knew the South would never willingly desegregate schools, crafted the federal legislation so that large sums of money would go to any of the segregated systems of the South that would comply with the Civil Rights Act of 1964, which, of course, banned racial discrimination in any public institution receiving federal funds. This strategy of carrot (ESEA) following stick (Civil Rights Act) worked like a charm, and the “segregation now, segregation forever” crowd quietly resolved to accept the federal millions and, in doing so, reluctantly complied with the Supreme Court’s mandate handed down in the unanimous 1954 Brown decision, which had been largely ignored in the South.
I was a sophomore in one of those small segregated Southern high schools in 1965, and I remember the first black kids who, until that time, had had a 60-mile roundtrip daily bus ride to endure if they wanted to go to high school. As a legacy of that ESEA carrot, then, my little school and the rest of the schools in the Old Confederacy became and remain less segregated than many schools in the North, where housing patterns maintain de facto segregation even where the law cannot. By the early 1970s, apartheid schooling in the 19 Southern states was over, or so we thought.
Johnson’s creative use of federal funding, then, was able to accomplish for the commonweal what federal mandates and court rulings could not. Congress amended ESEA in 1966 and 1967 to provide big carrots, too, for special education and English language learners. Major reauthorizations of ESEA followed in 1981, 1994, and in 2001 with No Child Left Behind, with the power of the federal purse strings made more figural in each subsequent reauthorization.
Then, following the 2008 calamity brought on by Wall Street’s casino capitalists, Education Secretary Arne Duncan used a newfound power of $4. 35 billion in federal discretionary Race to the Top (RttT) grants to sidestep the legislative gridlock holding up changes to NCLB that were being advanced by the corporate foundations and the Business Roundtable: 1) uncapped expansion of charter schools (minus any regulations or incentives for maintaining diversity or inclusion of special populations or ELL), 2) proliferation of testing data tracking systems, 3) more value-added standardized testing, and 4) teacher evaluations based on student test scores. Any state or LEA that wanted to get a chunk of Duncan’s 4 billion dollar carrot would have to comply with these four conditions.
In an ironic twist of policy fate whose impending impact remains as ignored as it is misunderstood by the public, ESEA monies were used, for the first time, as the carrot to re-ignite the policy that the original ESEA had been designed to extinguish: school segregation and poor performance. In peer-reviewed research studies (here, here, and here) that examine the effects of charter schools on school diversity, researchers have found, in fact, that both for-profit charter schools and non-profit charter schools have significant segregative effects when compared to public schools. And study after study after study has shown similar negative effects on school performance as measured by test scores of students in charter schools when compared to matched public schools.
No amount of empirical, reality-based evidence, however, can seem to derail or even slow down the charter train, fueled and driven as it is by conservative ideologues, neoliberal efficiency zealots, and the profiteers of the education-industrial complex like Pearson and McGraw-Hill. And now Congress is getting into the act (pun intended) as well, with House passage of H. R. 2218, whose clone is under consideration by the Senate to provide new segregative charter funds, including monies this time for charter school facilities. In these legislative efforts, inspired as they are to break up the ESEA reauthorization into smaller chunks that Team Obama can never claim credit for (or be blamed for, as the case may be), unwitting or uncaring elected officials of our national government are, in fact, promoting the expansion of school resegregation through the expansion of charter schools that, in 4 out of 5 instances, are worse or no better academically than the public schools they are replacing. And neither House nor Senate versions offer a syllable to demand or incentivize the creation of diverse, inclusive charter schools, thus choosing to make ESEA’s most effective social steering mechanism a tool now of segregationists and social control advocates whose agendas appear aligned with the eugenics era that flourished a hundred years ago.
If these federal bills in support of corporate reform schooling arrive on the desk of the first African-American President of the United States, will he, too, embrace their silent support of the return to apartheid education? Will Barack Obama show up on the wrong side of history?
How Sports Attacks Public Education March 5, 2010Posted by rogerhollander in Education, Sports.
Tags: arne duncan, berkeley, DAVID ZIRIN, education, education reform, public education, roger hollander, sports, sports riot, student protest, students, tuition
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“It is easier to build strong children than to repair broken men.” – Frederick Douglass
On Thursday, I was proud to take part in a student walkout at the University of Maryland in defense of public education. It was just one link in a National Day of Action that saw protests in more than 32 states across the country. I am not a student, and haven’t been since those innocent days when Monica Lewinsky mattered, but I was asked to come speak at a post walkout teach-in about the way sports is used to attack public education. It might sound like a bizarre topic, but it’s the world that students see every day.
At the University of Maryland, as tuition has been hiked and classes cut, football coach Ralph Friedgen makes a base salary of 1.75 million bucks, which would be outrageous even if the team weren’t two-steps past terrible. Friedgen also gets perks like a $50,000 bonus if none of his players are arrested during the course of the season.
Ground zero of the student protest movement is the University of California at Berkeley. Over at Berkeley, students are facing 32% tuition hikes, while the school pays football coach Jeff Tedford 2.8 million dollars a year and is finishing more than 400 million in renovations on the football stadium. This is what students see: boosters and alumni come first, while they’ve been instructed to cheer their teams, pay their loans, and mind their business.
The counterargument is that college athletic departments fund themselves and actually put money back into a school’s general fund. This is simply not true. The October Knight Commission report of college presidents stated that the 25 top football schools had revenues on average of $3.9 million in 2008. The other 94 ran deficits averaging $9.9 million. When athletic departments run deficits, it’s not like the football coach takes a pay cut. In other words, if the team is doing well, the entire school benefits. If the football team suffers, the entire school suffers. This, to put it mildly, is financial lunacy. A school would statistically be better off if it took its endowment to Vegas and just bet it all on black.
If state colleges are hurting, your typical urban public school is in a world of pain with budgets slashed to the bone. Politicians act like these are problems beyond their control like the weather. (“50% chance of sun and a 40% chance of losing music programs.”)
In truth, they are the result of a comprehensive attack on public education that has seen the system starved. One way this has been implemented is through stadium construction, the grand substitute for anything resembling an urban policy in this country. Over the last generation, we’ve seen 30 billion in public funds spent on stadiums. They were presented as photogenic solutions to deindustrialization, declining tax bases, and suburban flight. The results are now in and they don’t look good for the home teams. University of Maryland sports economists Dennis Coates and University of Alberta Brad R. Humphreys studied stadium funding over 30 years and failed to find one solitary example of a sports franchise lifting or even stabilizing a local economy. They concluded the opposite: “a reduction in real per capita income over the entire metropolitan area….Our conclusion, and that of nearly all academic economists studying this issue, is that professional sports generally have little, if any, positive effect on a city’s economy.” These projects achieve so little because the jobs created are low wage, service sector, seasonal employment. Instead of being solutions of urban decay, the stadiums have been tools of organized theft: sporting shock doctrines for our ailing cities.
With crumbling schools, higher tuitions, and an Education Secretary in Arne Duncan who seems more obsessed with providing extra money for schools that break their teachers unions, it’s no wonder that the anger is starting to boil over. It can also bubble up in unpredictable ways. On Wednesday night, after the University of Maryland men’s basketball team beat hated arch-rival Duke, students were arrested after pouring into the streets surrounding the campus. In years past, these sporting riots have been testosterone run amok, frat parties of burning mattresses and excessive inebriation. This year it was different, with police needing to use pepper spray and horses to quell the 1,500 students who filled Route 1. In response, students chanted, “Defense! Defense!” At the Thursday teach in, I said to the students that I didn’t think there was anything particularly political or interesting about a college sports riot. One person shot his hand up and said, “It wasn’t a riot until the cops showed up.” Everyone proceeded to applaud. I was surprised at first that these politically minded students would be defending a post-game melee, but no longer. The anger is real and it isn’t going anywhere. While schools are paying football coaches millions and revamping stadiums, students are choosing between dropping out or living with decades of debt. One thing is certain: it aint a game.
© 2010 The Nation
Dave Zirin is the author of Welcome to the Terrordome: the Pain Politics and Promise of Sports (Haymarket) and the newly published A People’s History of Sports in the United States (The New Press). and his writing has appeared in the Los Angeles Times, Sports Illustrated.com, New York Newsday and The Progressive. He is the host of XM Radio’s Edge of Sports Radio. Contact him at firstname.lastname@example.org.
Tags: aft, arne duncan, central falls, colin powel, education, education reform, jeff zeleny, labor, mass firings, roger hollander, school reform, schools, teachers, teachers' unions, union-busting
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The president’s proposal, which was included in his 2011 budget request to Congress, is his latest criticism of America’s failing public schools. In a speech at the U.S. Chamber of Commerce, Mr. Obama said federal aid would be available for the districts that are home to the 2,000 schools that produce more than half of the nation’s dropouts.
He spoke alongside former Secretary of State Colin Powell and his wife, Alma, who lead America’s Promise Alliance, an advocacy group dedicated to combating the school dropout rate.
“We know that the success of every American will be tied more closely than ever before to the level of education that they achieve,” Mr. Obama said. “The jobs will go to the people with the knowledge and the skills to do them. It’s that simple.”
He singled out Central Falls High School in Rhode Island, where last week the school board voted to dismiss the entire faculty as part of a turnaround plan for the school, which has a 48 percent graduation rate.
At Central Falls High, he said, just 7 percent of 11th graders passed state math tests. Mr. Obama said he supported the school board’s decision to dismiss the faculty and staff members. “Our kids get only one chance at an education and we need to get it right,” he said.
The president’s comments incensed the leadership of the American Federation of Teachers, which criticized Mr. Obama for “condoning the mass firing” of teachers at the Rhode Island school.
“We know it is tempting for people in Washington to score political points by scapegoating teachers, but it does nothing to give our students and teachers the tools they need to succeed,” the president of the union, Randi Weingarten, said in a statement.
In their efforts to overhaul failing public schools, Mr. Obama and his education secretary, Arne Duncan, have frequently drawn the ire of teachers’ unions.
In his speech on Monday, Mr. Obama said states would be asked to identify schools that perform at persistently low levels, with graduation rates of 60 percent or less.
To qualify for the federal money, known as School Turnaround Grants, he said, the school districts must agree to take at least one of the steps: firing the principal and at least half the staff of a troubled school; reopening it as a charter school; or closing the school altogether and transferring students to better schools in the district.
“If a school continues to fail its students year after year after year,” Mr. Obama said, “if it doesn’t show signs of improvement, then there’s got to be a sense of accountability.”
The $900 million grant program, which would be subject to Congressional approval, follows $3.5 billion included in last year’s economic stimulus plan that also was aimed at improving school performance and lowering the dropout rate. The program would support interventions at 5,000 of the nation’s lowest-performing schools over the next five years.
Mr. Obama is seeking to use federal money as an incentive for local schools to improve their standards. The initiatives his administration is pursuing are similar to those of the Bush administration. At the event on Monday, Mr. Obama recognized Margaret Spellings, a secretary of education under President George W. Bush, who was seated in the front row.
Mr. Obama said he was particularly troubled by the dropout rate. He said 1.2 million students left school each year before graduating from high school, at a cost to the nation of $319 billion annually in potential earning losses.
“Now it’s true that not long ago you could drop out of high school and reasonably expect to find a blue-collar job that would pay the bills and help support your family,” Mr. Obama said. “That’s just not the case anymore.”
The Powells, who founded America’s Promise Alliance in 1997, announced on Monday a 10-year campaign called “Grad Nation” directed at the lowest performing high schools in the country and focusing on improving graduation rates and preparations for college.
“We’ve got to catch our kids long before they drop out,” Mr. Powell said.
Copyright 2010 The New York Times Company