Republicans Suggest Federal Role in Education Be Limited to Bribery

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Hey! Let’s repeal the Elementary and Secondary Education Act of 1965!

Let’s hobble the Department of Education!

Let’s make the federal role just handing out bundles of cash to private and parochial schools!

That’s apparently how you improve public education. You make it private.

And you completely eliminate any protections for students’ civil rights.

THIS is the brave new world of Trumpian education policy. It’s called HR 610 and was introduced by Republican Congressman Steve King of Iowa.

You may Remember King. He introduced an amendment in the U.S. House that would have prevented Harriet Tubman from replacing President Andrew Jackson on the front of the $20 bill. Sure she was an abolitionist, women’s suffragist and hero who rescued scores of black people from slavery in the Underground Railroad. Why would we want her to replace a former slave trader and architect of the Indian Removal Act and Trail of Tears!?

His new piece of wonderful legislation – not at all written by the American Legislative Exchange Council (ALEC) – would turn the U.S. Department of Education into merely an authorizer of block grants to qualified states to participate in a nationwide voucher program.

The department would give out money to local districts to give to parents to home school or send their children to private schools.

In effect, the federal government would become a booster for private and parochial schools. Uncle Sam would be offering free cash to private interests, corporations, entrepreneurs and business people if they can just convince parents to choose them over the public school system.

Which brings up the question – what about that public school system? Would it still receive the federal help it currently does? Would there still be Title I Grants to schools serving impoverished students? What would happen to Pell Grants? Who would make sure states are doing their jobs? Where could we go to find accurate data about how our schools are doing nationally and not just state-by-state?

These are questions that have not fully been answered. It’s possible some of these services could fall back on other governmental departments as they did before the creation of the Department of Education in 1980. However, more likely this would be a redistribution of billions of dollars that used to go to public schools now going to private hands.

Moreover, abuses against students on the grounds of civil rights, gender, special education, etc. would skyrocket with little to no recourse. And we would be in the dark about how well we were educating our nation’s children.

Oh! And the bill also would reduce nutrition standards for school lunches and breakfasts.

I’m not kidding.

King apparently is troubled that kids are eating too many fruits and vegetables, whole grains, and drinking low-fat or fat free milk. He is against reducing salt, saturated fat, and trans fat in school meals. And he doesn’t think children’s nutritional needs should be met within their caloric requirements.

I’m sure this has nothing to do with the fact that these regulations were proposed by the Obama administration. It has nothing to do with undoing legislation from our first black President. It’s all about the children.

King’s bill, HR 610, is not to be confused with a similar bill by Kentucky Rep. Thomas Massie that would simply dismantle the Department of Education in one year.

Massie, who introduced his one page, one sentence bill on the same day DeVos was confirmed, is a Tea Party Republican Libertarian. He supports disbanding the Environmental Protection Agency (EPA) and allowing guns at the nation’s schools.

He is a hardcore Trump believer. During the election cycle after revelations about the candidate’s admitted sexual molestation of women surfaced, Massie famously said, “Trump is better than 90 percent of the congressmen I serve with.”

His bill, HR 899, reads in total:

“The Department of Education shall terminate on December 31, 2018.”

As crazy as it sounds, Massie’s motivations are comprehensible. He wants to return complete control of education to the states.

It must be admitted that the Department of Education has overstepped the bounds of its authority during the last two administrations. When it was formed three decades ago, it was supposed to be a tool to support public schools, ensure student’s rights weren’t being violated and giving a boost to the poor. However, President George W. Bush made it all about standardized testing and giving slush money to charter schools. Obama was supposed to right these wrongs but, being a corporate Democrat, he only increased and administered them more efficiently.

The Department of Education is a tool, and like any tool, it can be misused. That doesn’t mean it should be disbanded. Republicans wouldn’t ban all guns because of instances of gun violence. Why disband the Department of Education because administrations of both parties misused it? Put it in check with proper regulations…

Oops. I think I’ve lost them.

Anyway, despite Massie’s slavish devotion for all things Trump, the President appears to be siding with King.

Trump and his mega-donor Education Secretary, Betsy DeVos, have already shown their commitment to King’s voucher legislation.

On Tuesday, they invited ten parents and teachers to Washington, D.C., to talk about their education agenda.

Who did they invite? One was a public school teacher. One was a public school principal for a building specializing in special education. One was a public school parent who also had children in private school.  The rest were homeschoolers, charter school parents or private school representatives.

So 70-80% of the people they invited were not associated with public schools. The Trump administration has made it clear that they are not interested in serving public school students. They are primarily concerned with children going to private and parochial schools who currently make up less than 10 percent of the country’s students.

During the meeting, Trump even praised a “Nevada charter school” that he had visited.  This school is a religious school where students pledged allegiance to the Bible for the former Reality TV star. (Don’t believe me? Watch the video by clicking here.) Like many private or parochial schools, the one Trump praised is notorious for regularly excluding students with disabilities.

The Trump administration is apparently not very concerned with special education students. DeVos refused to commit herself to defending these students during her confirmation hearing (and still was confirmed by Republican legislators!). Moreover, one of the first things the Department did after DeVos took over was to shut down its Webpage for students with disabilities and direct users to another page with fewer resources.

Currently, Republicans control both houses of Congress. They could easily ram through this legislation and Trump would almost certainly sign it. Moreover, there are numerous corporate Democrats like Sen. Cory Booker of New Jersey who may be overjoyed that the ideology they have pushed for their entire careers have finally been proposed by Trump.

The only thing standing in the way of this wrecking ball bill is parents and teachers.

We flooded our lawmakers phones, emails and town halls during the DeVos confirmation. We demanded a qualified candidate with a commitment to public education. But because she and her family have paid more than $200 million to these same GOP lawmakers, they voted for her anyway.

Will they continue to override their constituents? Only time will tell.

As the Trump administration continues to unravel and public support plummets for him and his corporate agenda, resistance will become more politically possible.

All we can do is keep up the pressure. Keep calling. Keep emailing. Keep showing up at lawmakers offices. Keep marching in the streets.

Eventually, these people will have to listen to us – or else we’ll stop them at the voting booth.

But will public schools last that long?


You can email your U.S. Representative about HR 610 by clicking HERE.

U.S. Public Schools Are NOT Failing. They’re Among the Best in the World

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Everyone knows U.S. public schools are failing.

Just like everyone knows you should never wake sleepwalkers, bulls hate red and Napoleon was short.

Wrong on all counts. Waking sleepwalkers will cause them no harm – in fact, they’re more likely to harm themselves while sleepwalking. Bulls are colorblind; they’re attracted to movement. And Napoleon was 5’7”, which was above average height for Frenchman during his lifetime.

So why do we believe that American public schools are doing such a terrible job?

Because far right policymakers have convinced us all that it’s true.

It’s not.

Let me repeat that in no uncertain terms – America’s public schools are NOT failing. They are among the best in the world. Really!

Here’s why: the United States educates everyone. Most other countries do not.

We have made a commitment to every single child regardless of what their parents can afford to pay, regardless of their access to transportation, regardless of whether they can afford uniforms, lunch or even if they have a home. Heck! We even provide education to children who are here illegally.

That can’t be said of many countries with which we’re often compared – especially countries comparable to the U.S. in size or diversity. So from the get-go, we have an advantage over most of the world.

We define education differently. Though our laws are woefully backward, in practice we look at it as a right, not a privilege. And for a full 13 years (counting kindergarten) it’s a right for every child, not just some.

But that’s not all! We also provide some of the highest quality education you can get in the world! We teach more, help more, achieve more and yet we are criticized more than any system in any country in the world.

TEST SCORES

Critics argue that our scores on international tests don’t justify such a claim. But they’re wrong before you even look at the numbers. They’re comparing apples to pears. You simply can’t compare the United States to countries that leave hundreds of thousands of rural and poor children without any education whatsoever. The Bates Motel may have the softest pillows in town, but it’s immediately disqualified because of the high chance of being murdered in the shower.

No school system of this size anywhere in the world exceeds the United States in providing free access to education for everyone. And that, alone, makes us one of the best.

It doesn’t mean our system is problem free. There are plenty of ways we could improve. We’re still incredibly segregated by race and class. Our funding formulas are often regressive and inadequate. Schools serving mostly poor students don’t have nearly the resources of those serving rich students. But at least at the very outset what we’re trying to do is better than what most of the world takes on. You can’t achieve equity if it isn’t even on the menu.

However, for some people, this will not be enough. They’ll say that despite our high ideals, the quality of what we actually provide our students is low. After all, those international test scores are so low.

First point: it depends on the scores you’re looking at. American elementary and middle school students have improved on the Trends in International Mathematics and Science Study every four years since the tests began in 1995. They are above the international average in all categories and within a few percentage points of the global leaders (something rarely mentioned on the nightly news).

Even on the PISA test administered by the Organization for Economic Cooperation and Development to 15-year-olds in about 60 countries, US children are far from the bottom of the scale. We’re somewhere in the middle. We’ve always been in the middle for all the decades since they’ve been making these comparisons. Our schools have not gotten worse. They have stayed the same.

IDEALS AND POVERTY

To some this just demonstrates that our schools have always been mediocre. But again you’re overlooking the consequences of our ideals.

The broader the spectrum of children who take a test, the lower the average score will be. In other words, if only your top students take the test, your average score will be very high. If only your top and middle students take the test, your average score will still be quite high. But if ALL of your students take the test, your average score will be lower.

Now add in poverty. Living in poverty reduces your access to health care, books, early childhood education and many other factors that increase learning throughout your life. Children from poor families are already more than a year behind those of rich parents on the first day of kindergarten. If you only test the wealthiest students, the average test score will probably be quite high. The average score will drop dramatically if you test all of your students.

That’s why many of these countries where the poorest children do not have access to education have higher test scores than the United States. You’re not comparing equals. The United States has the highest child poverty rate in the Western World. And we don’t hide them away. We include them on our tests. That has a major impact on our scores. But talking heads on TV almost always ignore it. They pretend it doesn’t exist. It’s the only way they can use these test scores to “prove” to a gullible audience that America’s schools are failing.

But if you fairly compare education systems and factor in the equal access we provide for all children to an education, our system comes out way on top. We have one of the best systems in the world.

But wait! There’s more!

SPECIAL EDUCATION

Not only does the United States serve all children regardless of academic achievement or poverty. We also serve far more students with disabilities.

Why are there so many special education children in the USA? Because we have a higher standard of living.

A standard pregnancy lasts about 280 days or 40 weeks. However, some mothers give birth to children after only 28 weeks. Two decades ago, these babies would not have survived. Today, they often do. Five years later that child will enter kindergarten and our school system will be responsible for teaching that student to read, write and learn math. In other countries, premature babies have a much lower chance of survival. They don’t survive to become the special education population. So things as diverse as the live-birth rate actually affect average test scores.

Another counterintuitive factor is the suicide rate. In many countries where pressure to perform at the highest levels on standardized tests is extreme, many children are actually driven to suicide. This is especially true in numerous Asian countries with a record of high scores on these international tests. So a higher suicide rate actually increases test scores.

Would you say this makes other countries superior to the United States? Heck no! In fact, just the opposite. I certainly wouldn’t wish more underperforming U.S. students were ending their lives so we could do better on international tests. Nor would I wish that more premature babies died to improve our international standing.

We have developed a special education system to help children at the edges that many other countries just can’t touch. In some countries these students are simply excluded. In others they are institutionalized. In some countries it’s up to parents to find ways to pay for special services. The United States is one of the only countries where these children are not only included and offered full and free access, but the schools go above and beyond to teach these children well beyond their 12th academic year.

In every public school in the United States these students are included. In math, reading, science and social studies, they are there benefiting from instruction with the rest of the class. And this, in turn, benefits even our non-special education students who gain lessons in empathy and experience the full range of human abilities.

Of course, most of our special education students are also included in our test scores. Yes, other countries that ignore these children and exclude them from testing get higher scores. But so what? Do you mean to tell me this makes them better? No, it makes them worse.

In many ways, we are the gold standard, not them. They should be emulating us, not the other way around. They should be jealous of the way we prize each other’s humanity. We shouldn’t be salivating at test scores achieved through shunning certain students in favor of others.

CURRICULUM AND STRATIFICATION

But it’s not just who we teach, it’s also what we teach.

Compared to many other countries, U.S. school curriculum is often much wider and varied. Countries that focus only on testing often leave out sciences, arts, literature and humanities.

Unfortunately, the push from policymakers even in the U.S. has been to narrow curriculum to imitate some of the worst practices of our competitors. But in many districts we still strive to create well-rounded graduates and not just good test-takers.

The bottom line: the curriculum at most American schools is more inclusive than that found internationally. We even include societal issues like alcohol and drug abuse prevention, stress reduction and relaxation, and physical fitness programs.

In addition we don’t stratify our children based on academic ability to nearly the same degree as many international schools. We don’t weed out our worst students through middle and high school until only our most capable are left in 12th grade. Nor is college only open to our best and brightest. We make a much greater effort than many other countries to keep this option open to as many students as possible regardless of whether they can afford it or not. The number of Americans with at least some college education has soared over the past 70 years, from 10 percent in 1940 to 56 percent today, even as the population has tripled and the nation has grown vastly more diverse. Meanwhile, Graduation rates are at an all-time high of 83.2 percent, and for the first time minority students are catching up with their white counterparts.

It’s not easy. But it’s something we’re committed to as a nation. And that’s not true around the world.

SIZE MATTERS

Finally, there’s the issue of size. The United States is a big country – the third most populous in the world. We have 324,450,000 people and growing. That’s about 50 million students in public schools.

It’s much easier to educate fewer children. Even excellent education systems would struggle with our sheer numbers. Small systems often outshine bigger ones. For instance, I might be able to make dinner for my immediate family, but I’d find it much more challenging to prepare a meal for a banquet hall of hundreds. Similarly, it remains to be seen whether smaller nations could handle educating a population as big and diverse as ours without collapsing.

By any fair measure, America’s public education system is simply stunning. But the media perpetuates the myth that we’re failing.

PUBLIC PERCEPTION AND THE MEDIA

After decades of hearing these falsehoods, the American public is strikingly divided. On a 2011 Gallup poll, parents were asked their opinion of their local school and the public was asked its opinion of schools in general. The results are enlightening. Parents who gave their local school an A grade were at the highest percentage ever (37%) whereas only 1% of respondents rated the nations schools that way. Why the difference? Respondents said it was mostly because people knew about their local schools through direct experience. They only learned about the state of education nationally through the news media.

Why is education reporting so biased? Part of it is monetary. Huge corporations make hundreds of millions of dollars off of the failing schools narrative. They sell new standardized tests, new test prep materials, new Common Core books, trainings for teachers, materials, etc. If they can’t demonstrate that our schools are failing, their market shrinks. And who do you think owns the shrinking media conglomerates? That’s right, many of these same corporations.

But even when journalists want to be fair, it’s difficult for them to get the inside story of how our public schools work. They are rarely permitted inside our schools to see the day-to-day classroom experience. Legal issues about which students may be photographed, filmed or interviewed, the difficulty of getting parental permissions and the possibility of embarrassment to principals and administrators often keeps the doors closed. In many districts, teachers aren’t even allowed to speak on the record to the media or doing so can make them a political target. So reporters are often in the position of being unable to directly experience the very thing they’re reporting on. Imagine if sportswriters never got to see athletes play or political reporters never attended a campaign rally. Of course there would be a disconnect!

So we’re left with a public education system that should be the envy of the world being portrayed as a loser.

THE BOTTOM LINE

As ever, far right politicians on both sides of the aisle, whether they be Democratic Neoliberals or Republican Tea Partiers, are using falsehoods about our public schools to sell an alternative. They say our public schools are beyond saving and that we need to privatize. They call it school choice but it’s really just an attempt to destroy the system that has so much going for it.

We should strengthen public education not undermine it. We should roll up our sleeves and fix the real problems we have, not invent fake ones.

People act as if “alternative facts” were invented by the Trump administration. Our policymakers have been using them for decades in a libelous and dishonest campaign against our public schools.

They are some of the best in the world – if only people knew it.

Trump says our schools are “Flush with Cash!?” They’re Falling Apart!

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Donald Trump lies.

If you haven’t learned that yet, America, you’ve got four more cringe-inducing years to do so.

Even in his inaugural address, he couldn’t help but let loose a whooper about US public schools.

“Americans want great schools for their children, safe neighborhoods for their families and good jobs for themselves,” he said. “But for too many of our citizens, a different reality exists. … An education system flush with cash but which leaves our young and beautiful students deprived of all knowledge.”

To which nearly every poor, nonwhite public school parent, student and teacher in the country replied, “What’s that heck did he just say now!?”

Los Angeles Unified School district routinely has broken desks and chairs, missing ceiling tiles, damaged flooring, broken sprinklers, damaged lunch tables and broken toilet paper dispensers.

They’re flush with cash!?

New York City public schools removed more than 160 toxic light fixtures containing polychlorinated biphenyls, a cancer causing agent that also hinders cognitive and neurological development. Yet many schools are still waiting on a fix, especially those serving minority students.

They’re flush with cash!?

At Charles L. Spain school in Detroit, the air vents are so warped and moldy, turning on the heat brings a rancid stench. Water drips from a leaky roof into the gym, warping the floor tiles. Cockroaches literally scurry around some children’s classrooms until they are squashed by student volunteers.

They’re flush with freakin cash!?

Are you serious, Donald Trump!?

And this same picture is repeated at thousands of public schools across the nation especially in impoverished neighborhoods. Especially in communities serving a disproportionate number of black, Latino or other minority students.

In predominantly white, upper class neighborhoods, the schools often ARE “flush with cash.” Olympic size swimming pools, pristine bathrooms – heck – air conditioning! But in another America across the tracks, schools are defunded, ignored and left to rot.

A full 35 states provide less overall state funding for education today than they did in 2008, according to the Center on Budget and Policy Priorities, which focuses on reducing poverty and inequality. Most states still haven’t recovered from George W. Bush’s Great Recession and the subsequent state and local budget cuts it caused. In fact, over the same period, per pupil funding fell in 27 states and still hasn’t recovered.

And the federal government has done little to help alleviate the situation. Since 2011, spending on major K-12 programs – including Title I grants for underprivileged students and special education – has been basically flat.

The problem is further exacerbated by the incredibly backward way we allocate funding at the local level which bears the majority of the cost of education.

While most advanced countries divide their school dollars evenly between students, the United States does not. Some students get more, some get less. It all depends on local wealth.

The average per pupil expenditure for U.S. secondary students is $12,731. But that figure is deceiving. It is an average. Some kids get much more. Many get much less. It all depends on where you live. If your home is in a rich neighborhood, more money is spent on your education than if you live in a poor neighborhood.

The U.S. is one of the only countries in the world – if not probably the ONLY country – that funds schools based largely on local taxes. Other developed nations either equalize funding or provide extra money for kids in need. In the Netherlands, for example, national funding is provided to all schools based on the number of pupils enrolled. But for every guilder allocated to a middle-class Dutch child, 1.25 guilders are allocated for a lower-class child and 1.9 guilders for a minority child – exactly the opposite of the situation in the U.S.

So, no. Our schools are not “flush with cash.” Just the opposite in many cases.
But what about Trump’s other claim – the much touted narrative of failing schools?

Trump says our schools “leave… our young and beautiful students deprived of all knowledge.”

Not true.

Graduation rates are at an all-time high of 83.2 percent. Moreover, for the first time minority students are catching up with their white counterparts.

It’s only international comparisons of standardized test scores that support this popular myth of academic failure. And, frankly, even that is based on a warped and unfair reading of those results.

It depends on how you interpret the data.

Raw data shows US children far from the top of the scale. It puts us somewhere in the middle – where we’ve always been for all the decades since they’ve been making these comparisons. Our schools have not gotten worse. They have stayed the same.

However, this ignores a critical factor – poverty. We’ve known for decades that standardized tests are poor measures of academic success. Bubble tests can assess simple things but nothing complex. After all, they’re scored based on answers to multiple choice questions. In fact, the only thing they seem to measure with any degree of accuracy is the parental income of the test-taker. Kids from rich families score well, and poor kids score badly.

Virtually all of the top scoring countries taking these exams have much less child poverty than the U.S. If they had the same percentage of poor students that we do, their scores would be lower than ours. Likewise, if we had the same percentage of poor students that they do, our scores would go through the roof! We would have the best scores in the world!

Moreover, the U.S. education system does something that many international systems do not. We educate everyone! Foreign systems often weed children out by high school. They don’t let every child get 13 years of grade school (counting kindergarten). They only school their highest achievers.

So when we compare ourselves to these countries, we’re comparing ALL of our students to only SOME of theirs – their best academic pupils, to be exact. Yet we still hold our own given these handicaps!

This suggests that the majority of problems with our public schools aren’t bad teachers, or a lack of charter schools and school choice. It’s money, pure and simple.

We invest the majority of our education funding in rich white kids. The poor and minorities are left to fend for themselves.

This won’t be solved by Trump’s pick for Education Secretary, Betsy DeVos and her school choice schemes. In fact, that’s exactly what’s weakened public schools across the country by leaching away what meager funding these districts have left. Nor will it be solved by a demagogue telling fairy tales to Washington’s credulous and ignorant.

We need to make a real investment in our public schools. We need to make a commitment to funding poor black kids as fairly as we do rich white kids.

Otherwise, the only thing flushed will be children’s future.

Pittsburgh Public Schools Advised to Repeat Same Mistakes Over and Over and Over…

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“Insanity: doing the same thing over and over again and expecting different results.”

-Albert Einstein (attributed)


“AAAUUURGH!”

-Charlie Brown

 

 

If I crash my car right into a wall, the worst thing to do would be to get into another car and crash it right into the same wall!

 

But that’s what the Pittsburgh Post Gazette thinks city school administrators should do.

 

A new comprehensive report about Pittsburgh Public Schools concludes that standardization and Common Core have produced zero progress in the district over the last decade.

 

And the editorial board of the city’s largest remaining newspaper says this means administrators should stay the course – indeed, double down on test prep and uniformity.

 

The 175-page report by The Council of the Great City Schools affirms that the district showed little to no improvement in the last 10 years.

 

“In fact, analysis of student achievement trends shows little to no improvements since 2007,” the report went on. “Although some scores went up and others went down over the period, achievement gaps are about the same — if not wider — than they were when the work started.”

 

You would think this would be a scathing indictment of administrators during this time who focused on test prep and uniformity to the exclusion of more student-centered reforms. In particular, during the same time covered in the report, administrators paid for new curriculum designed to standardize instruction across schools and grade levels. They instituted a value-added bonus system rewarding principals who run the schools with the highest test scores. They even increased the length of the school day to drive achievement.

 

They did all this, and it didn’t help a bit.

 

Some might see that as proof of the error of past ways.

 

But not the Post Gazette.

 

In the minds of the editorial board, this is a ringing endorsement of those policies that got us nowhere.

 

Mark Roosevelt, superintendent from 2005 to 2010, and Linda Lane, superintendent from 2010 to 2016, are actually singled out by the paper as heroes of reform!

 

Wait a minute. These are the people in charge when the district apparently was stalled. If anything, these functionaries should bear the blame, not get a pat on the back. We should do anything BUT continuing their work which lead to this dismal report.

 

But instead, the editorial board writes, “[T]he work of Mr. Roosevelt and Ms. Lane was not in vain. They inaugurated a coherent system of reforms, made the federal benchmark known as ‘adequate yearly progress’ twice in three years, restored the district’s credibility with the foundation community, forged a closer relationship with the teachers union and generated a new sense of optimism. The course they charted is worth revisiting.”

 

What!?

 

Voters are fed up with number-worshipping flunkies who don’t see kids as anything but data points. That’s why the community has consistently replaced number crunching school directors and administrators with people who have a new vision of education – a community schools approach.

 

The editorial board may look down their noses at current Superintendent Dr. Anthony Hamlet who took over just this summer and the positive changes he’s been making with the new progressive school board, but he’s only doing what the public wants. And given this new report, a new direction is exactly what Pittsburgh Public Schools needs!

 

In the ivory tower of big media, they don’t see it this way.

 

In fact, the PG goes so far as to imply that Dr. Hamlet and the new board are somehow responsible for Roosevelt and Lane’s failures.

 

“It may be that they [Roosevelt and Lane] did not stay long enough for their efforts to take root,” writes the Post Gazette, “that the reforms became too cumbersome to manage or that they were unable to fully impose their will on a sprawling school district with many constituencies.”

 

Please. Dr. Hamlet’s presence has not halted Roosevelt and Lane’s march toward progress. This report demonstrates that they achieved very little. Moreover, Dr. Hamlet has only been in office since June. He hasn’t been in the district long enough to flush student test scores down the toilet – especially when for more than nine of those years he was working in Florida.

 

Neither can you blame the community for being fed up with corporate education reforms that apparently don’t work.

 

No. If this report by a consortium of the nation’s 70 largest urban school districts shows failure in ‘burgh schools, that belongs to the bosses at the top during the last 10 years. If this is a failure, it is Roosevelt’s and Lane’s, not Dr. Hamlet’s. Nor can you place it at the feet of school directors, most of whom are new to the board.

 

But the media mavens can be forgiven slightly for coming to such an odd conclusion, because it’s supported by the organization that wrote the report – the Council of the Great City Schools. After all, the Council suggested this push toward standardization in the first place.

 

 

In February 2006, this same Council advised Pittsburgh to “recommit to a standardized, districtwide curriculum to ensure that every classroom is focused on a common set of rigorous expectations for student learning.”

 

And now that same Council is saying that doing so resulted in a fat goose egg.

 

Great advice, Guys!

 

Pittsburgh residents spent $156,545 of taxpayer money to find that out.

 

Still, it’s not a total waste. It’s probably the most comprehensive look at the district in recent history and drew expertise from two dozen executives from eight different city school systems. It also included interviews with 170 staff and community members.

 

The third-party review was part of Dr. Hamlet’s transition plan and “acts as a blueprint” to transform the district, he said. It includes a detailed review of the district’s organization structure, staffing levels, instructional programs, financial operations, business services, disciplinary policies, and research and data functions.

 

Of particular interest is school discipline data showing that the district has an “extraordinarily high” suspension rate compared with other cities and that its disciplinary actions disproportionately affect students of color. In fact, this seems to justify moves by Dr. Hamlet to enact a restorative justice disciplinary program instead of a strict zero tolerance policy.

The report includes numerous suggestions for improvements across the board including revamping the district’s central office structure and updating the district’s outdated PreK-5 literary curriculum – initiatives that are already underway.

 

But when it comes to a repeated call for standardization and canned curriculum across the district, it should be ignored.

 

Put simply, we’ve tried that crap. It doesn’t help.

 

We’ve got to get beyond our love for standardized tests. We know that poor students don’t do as well on these types of assessments as middle class or wealthy students. It should be no surprise, then, that an urban district like Pittsburgh with a high percentage of impoverished students will also have low test scores.

 

It’s the poverty, stupid!

 

We need to do something to address that directly, not attack a district that’s lost almost $1 billion annually in state funding for the last five years.

 

Moreover, this obsession with Common Core is completely unfounded. It has never been demonstrated that aligning curriculum to the Core will increase test scores or increase learning. In fact, there is mounting research to show that these academic standards are developmentally inappropriate and actually prevent authentic learning – especially in reluctant learners.

 

The Council of the Great City Schools is enamored with these policies because the organization has taken millions of dollars in donations from the Gates Foundation and other organizations connected with the testing industry. Even many charitable foundations have aligned themselves with this lucrative business model where corporations cash in when students fail and then cash in again by selling them the remediation and Common Core texts they convince us we need to pass the tests.

 

The editorial board of the Post Gazette is likewise blinded by dollar signs and data.

 

Like far too many non-educators, they give far too much credence to a person’s bank account than her expertise. The same people pushing testing and new academic standards also benefit financially from them. They have created at least one PAC in the city with deep pockets looking to unseat unsympathetic board members and discredit Dr. Hamlet so that they can install their own representatives.

 

This is a battle with plain sense and logic. It’s also a battle for control of Pittsburgh Public Schools.

Why Teaching to the Test is Educational Malpractice

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Malpractice is defined as “careless, wrong, or illegal actions by someone (such as a doctor) who is performing a professional duty.”

In some fields it can get you arrested. In most it’s at least frowned upon.
In education, however, it’s encouraged.

In fact, as a teacher, you can be singled out, written up or even fired for refusing to engage in malpractice. You are bullied, cajoled and threatened into going along with practices that have been debunked by decades of research and innumerable case studies.

Take the all-too-common practice of teaching to the test.

Not only do students and teachers hate it, but the practice has been shown to actually harm student learning. Yet it is the number one prescription handed down from administrators and policymakers to bring up failing scores on high stakes standardized tests.

Never mind that those same test scores have likewise been proven to be invalid, racially and culturally biased and inextricably linked with parental income. When the only goal is raising student test scores, what’s a little malpractice between friends?

In this article, I will explain the top five reasons why this policy is harmful. But first, we need to define our terms. There is a multitude of practices that are sometimes called teaching to the test. What exactly are we talking about here?

Assessment expert W. James Popham provides a helpful distinction: “curriculum teaching” vs. “item teaching.” Curriculum teachers focus on the full body of knowledge and skills represented by test questions. For instance, if the test is expected to include questions about decimals, the teacher will cover the full range of knowledge and skills related to decimals so students understand what they are, know how to manipulate them, understand how to use them to solve more complex problems, and are able to communicate about them.

By contrast, item teaching involves narrowing instruction, organizing lessons around look-a-like questions that are taken directly from the test or represent the kinds of questions most likely to be found on the test. In this way, the teacher only provides the chunks of knowledge students are most likely to encounter on exams. For instance, item teachers might drill students on a certain set of vocabulary words that are expected to be assessed rather than employing instructional strategies that help students build a rich vocabulary that best contributes to strong reading comprehension.

To be clear, when we talk about teaching to the test, we’re talking about item teaching. I maintain that there is nothing wrong with curriculum teaching. In fact, that is the preferred method of educating. It is a best practice. The problem is when we resort to endless drills and give students innumerable questions of the exact type we expect to be on the test.

Here’s why item teaching is to be avoided:

1) It Makes the Tests Even More Invalid

As noted, standardized tests are terrible assessments. They do not properly or fairly assess intelligence or academics. However, whatever validity they have is further eroded when schools teach to the test.

The problem is this: if all you want to do is artificially raise test scores, teaching to the test is effective. It works. This is why middle class or wealthier families often pay to enroll their children in a test-prep course before their kids take or retake the SAT exam. It most likely will boost their children’s scores. However, it defeats the purpose of the test, which is to predict academic success in college. All it shows definitively is that these children come from families wealthy enough to provide private tutoring.

I say it “artificially” raises test scores because it is not connected with a similar increase in learning. Students don’t learn more about reading or math from test prep. They learn how to take the standardized math and/or reading tests.

There is even evidence suggesting that real, authentic learning may suffer under these circumstances. But more on that later.

2) It Steals Instruction Time

There are only so many days in the school year. Taking away class time to focus on test prep reduces the amount of time where students are authentically learning. We already take away weeks of class time for the actual assessments. Then many schools take additional time for practice tests. Now we’re losing even more time to teach students how to take the tests.

How much time is lost? According to a report by the American Federation of Teachers, public schools spend an average of 19 days to a month and a half on testing and test prep combined. However, some districts spend much more time on teaching to the test than the average. One school included in the study spent an average of 20 to 40 minutes a day on testing. Moreover, this time increases dramatically in the most highly tested grades and poorest schools.

Taxpayers compensate teachers to teach – not game the system. Students want to learn real skills, not advanced ways to jump through hoops. It can be argued that teaching to the test robs everyone of time that can be better spent.

3) It Dumbs Down the Curriculum

Teaching to the test is not real teaching. Students are not being taught authentic skills. Researchers Lauren Resnick and Chris Zurawsky call it a recipe for bad teaching. “When teachers match their teaching to what they expect to appear on state tests of this sort,” they write, “students are likely to experience far more facts and routines than conceptual understanding and problem-solving in their curriculum…. Narrow tests…can become the de facto curriculum.”

The modern economy is not crying out for the next generation of test-takers. Economists Frank Levy and Richard Murnane warn that all kinds of jobs, but particularly higher paying jobs, increasingly require more complex critical thinking skills and much fewer rote and routine skills. Their 30-year analysis shows a steadily declining demand for workers who are able to do rote tasks and a skyrocketing demand for “expert thinking” skills. Employers want prospective employees with the ability to solve problems that require more than simply following rules or applying old knowledge to new situations. They need workers with complex thinking and communication skills.

In short, teaching to the test greatly reduces the depth of study and turns it into the same kind of mechanical process employers aren’t looking for at the expense of the kinds of skills they demand.

But that’s not all. An over-emphasis on the subjects tested, inevitably narrows the curriculum. Non-tested disciplines receive less attention during the school day. Time is diverted from subjects like physical education, music, and drama so that teachers can provide more instructional time on commonly tested areas like reading, writing and math.

The result is far less well-rounded students who are instilled with the false assumption that certain vital endeavors are meaningless or certainly subordinate to basic skills.

4) It Actually Hurts Learning

Not only does item teaching dumb down what’s being taught, it actually erodes basic skill development even in tested subjects. Explicit instruction in test taking strategies is not educationally neutral. It’s harmful.

For instance, researcher Monty Neill explained how test-taking strategies can erode authentic reading comprehension skills. Standardized reading tests often present students with a long passage followed by several multiple choice questions. One of the most common strategies is for students to read the questions first before reading the passage. In many cases you don’t have to read the passage to answer the question. Even if you do need to read it, the question provides students with a clue that they can look for when skimming the passage for the right answer. However, independent evaluators found that over-reliance on this strategy can lead to children who can find the correct answer on the test but cannot explain what the passage is about. The implication is that there may be a significant number of test wise students who lack the basic skills needed to be successful in higher education.

Additionally, even where tested subjects like reading and math are emphasized, the non-tested areas of these disciplines are underutilized. Reading, for example, isn’t just about passage comprehension. It includes listening and speaking skills that are not assessed on high stakes tests. So students can get advanced scores without having the requisite skills for mastery of the subject.

This is especially important for students going on to college. They will be expected to do many things they were not tested on such as making an oral presentation, conducting a science experiment, or writing a research report. For all the talk of Common Core aligned tests making students “college and career ready,” teaching to the test undermines this goal.

5) It Hurts Morale of Students and Teachers

And then we come to perhaps the worst part: motivation. Young children don’t need a reason to learn. They’re naturally curious and soak up knowledge like a sponge. However, as children mature and enter the higher grades, that natural curiosity can be damaged, dampened and even destroyed with long-lasting effects.

Teaching to the test turns school into a completely extrinsic exercise. It’s a game. Learn how to take the test so you can get a good score – don’t work hard to learn things you really care about. It should come as no surprise then that such emphasis has a negative impact on intrinsic motivation according to Edward Miller and Roberta Tovey’s Motivation, Achievement and Testing. In fact, though test prep gives students the tools to artificially raise their scores, it also can remove the motivation to get good scores in the first place. In short, it undermines the reason kids come to school at all: to learn and self-actualize.

And the damage isn’t limited to students. Item teaching also removes the joy of teaching for the teacher. It exacerbates feelings of frustration and disillusionment with the entire testing process. Wayne E. Wright (2002) documented the effects of high-stakes testing and the increased prevalence of teaching to the test in an inner-city California school. One teacher summarized her frustration with the schools test driven agenda by commenting:

“The most pathetic thing is that up until two years ago, I counseled young people, “Come into teaching. It is a wonderful profession.” Now I counsel them to find something else because this is not the profession I would choose for myself.”

(Wright, 2002, p. 28).

Recommendations and Conclusions

We’ve seen how damaging test prep can be. But does that mean it should never be utilized?

I don’t think there is definitive evidence to make that conclusion. Item teaching is not necessarily bad if done to best effect, under strict control and as minimally as possible. Doing this once or twice probably won’t poison the entire act of teaching, but it also won’t have a dramatic effect on the scores. Perhaps we should adopt a policy of cautious moderation and tread carefully.

However, it is clear that teachers should emphasize curriculum teaching over teaching to the test. Focus on student development of real critical thinking skills and the higher levels of Bloom’s taxonomy. In this way students will be more likely to apply their new cognitive abilities and content knowledge in areas that extend beyond the confines of a particular test. In short, they’ll actually learn stuff – the important stuff – not just how to take a standardized test.

Unfortunately, it’s not that simple. Administrators and policymakers often direct teachers to spend increasing amounts of class time doing item teaching. Almost every state includes hundreds of released test questions for just this purpose. An entire publishing industry exists to create and distribute item teaching materials. This is, in fact, one of the major ways the test companies make their money – make tests so hard kids fail and then sell schools the test prep materials to get students to pass.

What’s needed more than anything is to educate the educators – or at least their bosses. Teachers need to understand how harmful the policies are they’re being directed to undertake. Administrators need to understand that teaching to the test has diminishing returns in the long run. And our policymakers need to wake up and smell the coffee.

Test scores are neither adequate nor sufficient indicators of school success. Students cannot be reduced to numbers and evaluated as if they were produce.

Until we realize that as a bone-deep truth, we will continue to fail students as they continue to fail us. And our teachers will be continually forced to violate their deepest principles in order to stay in the classroom.


ENDNOTES:

Levy, F., & Murnane, R. J. (2004). The new division of labor: How computers are creating the next job market. Princeton, NJ: Princeton University Press.

Miller, E., & Tovey, R. (Eds.). (1996). Motivation, achievement, and testing. Boston: Harvard Education Press.
Neil, M. (2003b). The dangers of testing. Educational Leadership, 60(5), 43-46.
Popham, W. J. (2001, March). Teaching to the test? Educational Leadership, 58(6), 16’20.

Resnick, L., & Zurawsky, C. (2005, spring). Getting back on course: Standards-based reform and accountability. American Educator. Retrieved June 30, 2006, from http://www.aft.org/pubs-reports/american_educator/issues/spring05/resnick.htm

Wright, W. E. (2002). The effects of high stakes testing in an inner city elementary school: The curriculum, the teachers, and the English language learners. Current Issues in Education, 5(5). Online at http://cie.ed.asu.edu/volume5/number5.

You Can’t Be Anti-Opt Out and Pro-Democracy

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Our lawmakers have a problem.

This summer they doubled down on one of the most anti-democratic mandates in the federal repertoire yet they claim they did so to protect states rights.

Here’s the problem.

Every year, hundreds of thousands of public school parents across the country opt their children out of standardized testing.

But Congress voted to keep mandating that 95% of students take the tests.

It all happened with the much celebrated bipartisan passage of the Every Student Succeeds Act (ESSA), the federal law that governs K-12 schools.

While lawmakers made changes here and there to let the states decide various education issues, they kept the mandate that students participate in annual testing.

They didn’t leave that to the states. Whether they were Republican or Democrat, almost all lawmakers thought it was just fine for the federal government to force our children to take standardized tests at least every year in 3-8th grades and once in high school.

If any school district, has more than 5% of students that don’t take the tests – for whatever reason – the federal government can deny that district funding.

Think about that for a moment.

Our lawmakers are supposedly acting in our interests. They’re our representatives. We’re their constituents. They get their power to pass laws because of our consent as the governed. Yet in this instance they chose to put their own judgement ahead of ours.

They could have made an exception for parents refusing the tests on behalf of their children. They just didn’t see the need to do so.

Why? Because they were worried about minority students.

It’s a laughable claim in so many ways.

It goes something like this – without standardized testing, we’ll have no way of knowing if public schools are educating students of color.

Let’s say for a moment that this were true. In that case, we can expect no parent of color would ever refuse standardized testing for his/her child.

First, this is demonstrably untrue. Black and brown parents may not be the most numerous in the opt out movement, but they do take part in it.

Second, in the majority of cases where white parents refuse testing, that would have no bearing on whether testing helps or hurts students of color. If the point is the data testing gives us on black kids, what white kids do on the test is irrelevant.

Third, even if opting out hurt students of color, one would assume that it is the parents prerogative whether they want to take part. If a black parent doesn’t want her black son to take a multiple choice exam, she should have the right to waive that exam and the responsibility would be on her head.

So there is absolutely no reason why lawmakers should have overstepped their bounds in this way and blocked all parents rights about what the schools do to their children.

It is a clear case of governmental overreach. And there are plenty of parents just waiting to bring it to the U.S. Supreme Court for the ultimate Constitutional test.

However, that probably won’t happen for the same reason it never happened through the 15 years of No Child Left Behind (NCLB) which also contained the annual testing rule.

The federal government has never withheld tax dollars based on students not taking standardized tests. officials at the U.S. Department of Education have made threats, but they have never devolved into action.

The bottom line is this: they know how Unconstitutional this mandate is, and they aren’t itching to have it tested in the highest court in the land.

It would open a whole can of worms about standardized testing. What is the federal government allowed to do and not allowed to do about education policy?

The ESSA is an attempt to reduce the federal role, but keeping the annual testing mandate was either a grievous mistake or the last vestiges of federal hubris.

But let’s return to the reasoning behind it – so-called civil rights fears.

Various groups including the NAACP asked for it to be included to protect minority students. Annual testing is the only way, they claimed, to make sure schools are teaching students of color.

It’s nonsense.

There are plenty of ways to determine if schools are meeting the needs of minority students – especially since most students of color go to segregated schools.

Even after Brown v. Board, we have schools that cater to black kids and schools that cater to white kids. We have schools for poor kids and rich kids.

It is obvious which schools get the most resources. Why isn’t that part of this “accountability” scheme? We can audit districts to see how much is spent per pupil on poor black kids vs rich white kids. We can determine which groups go to schools with larger class sizes, which groups have more access to tutoring and social services, which groups have expanded or narrowed curriculums, which groups have access to robust extra-curricular activities, which groups have the most highly trained and experienced teachers, etc.

In fact, THAT would tell us much more about how these two groups are being served by our public schools than standardized test scores. We’ve known for almost a century that these test scores are more highly correlated with parental income than academic knowledge. They’re culturally biased, subjectively scored and poorly put together. But they support a multibillion dollar industry. If we allow a back door for all that money to dry up, it will hurt lawmakers REAL constituents – big business.

So why were civil rights groups asking the testing mandate be kept in the bill? Because the testing industry is comprised of big donors.

Only a few months before passage of the ESSA, many of these same civil rights groups had signed declarations against standardized testing. Then suddenly they saw the light as their biggest donors threatened to drop out.

Make no mistake. Standardized testing doesn’t help poor minority children. It does them real harm. But the testing industry wrapped themselves up in this convenient excuse to give lawmakers a reason to stomp all over parental rights.

The conflict wasn’t between civil rights and parental rights. It was between parental rights and corporate rights. And our lawmakers sided with the corporations.

Let me be clear: legislators cannot be against opt out and in favor of individual rights.

The two are intimately connected.

Our schools have no business telling parents how to raise their kids. But our parents DO have a right to do the opposite. In fact, that’s how the system is supposed to work.

We, parents and citizens, control our schools – not you, our representatives. The principal can’t say you haven’t a right to opt out your kid. He’s just your representative. So is the teacher.

Everyone who works in the school is there to do what you want them to do for your child. Yes, they are well trained and have a world of knowledge and experience that we should draw on. And in most cases, they’re being forced to confront us by lawmakers who are tying their hands and directing them to do the dirty work.

We have common cause. We need to stand with our teachers and principals, our school boards and education professors. We need to stand together against lawmakers who think they know better.

In short, we don’t need lawmakers consent to opt out. They need our consent to stop us.

They get their power from us. They work for us.

And it’s time they get to work and rescind the annual testing mandate.

The Child Predator We Invite into Our Schools

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There is a good chance a predator is in the classroom with your child right now.

He is reading her homework assignments, quizzes and emails. He is timing how long it takes her to answer questions, noting her right and wrong answers. He’s even watching her body language to determine if she’s engaged in the lesson.

He has given her a full battery of psychological assessments, and she doesn’t even notice. He knows her academic strengths and weaknesses, when she’ll give up, when she’ll preserver, how she thinks.

And he’s not a teacher, counselor or even another student. In fact, your child can’t even see him – he’s on her computer or hand-held device.

It’s called data mining, and it’s one of the major revenue sources of ed-tech companies. These are for-profit business ventures that produce education software: programs to organize student information and help them learn. They make databases and classroom management tools as well as educational video games and test prep software.

As schools have relied more heavily on technology to enhance lessons, they’ve invited big business into a space that is supposed to be private.

The Family Educational Rights and Privacy Act (FERPA) protects student privacy, but it also gives school districts the right to share students’ personal information with private companies for educational reasons.

Companies are supposed to keep test scores, disciplinary history and other official records confidential. They’re not supposed to use them for their own ends. But the law was written in 1974 before the Internet went mainstream or many of these technologies were even conceived.

It’s unclear exactly who owns this data or whether FERPA protects it.

For every child utilizing these programs, there’s a good chance their data has been put into a portfolio with their name on it. That portfolio could be sold to advertisers and other business interests so they can better market their products to young consumers. With this information, these companies are turning children into guinea pigs so they can improve the profitability of their products.

Let me be clear. It’s not that technology is essentially evil. There are many ways in which it can be used to enhance student learning when provided under the supervision of a trained educator. But the current laws offer little protection for children and parents from rampant abuse by the ed-tech industry.

In most cases no one explicitly gives permission for student data to be shared. No one knew it was even happening.

This is an area that is almost completely unregulated. Hardly anyone is investigating it. After all, why should they? It’s just harmless big business. It’s just corporations we invited to the party; we may even have paid them to be there.

Individual school districts could write privacy protections into their contracts with ed-tech corporations, but few do.

According to a nationwide study by the Center on Law and Information Policy at Fordham University, just 7 percent of the contracts between districts and ed-tech corporations barred the companies from selling student data for profit.

Few contracts require companies to delete sensitive data when they are done with it. And just a quarter of companies clearly explain why they need personal student information in the first place, according to the same study.

To make matters worse, the publicly stated privacy policies of these corporations can be extremely dense and full of provisos. You may need a lawyer specializing in this field to truly understand what they’re promising to keep private and what might fall under a loophole.

For instance, even if a company promises not to share student information for nonacademic reasons, it can farm out some of its services to third party companies that have no such compunction about student privacy. These third party vendors or even the primary ed-tech company can put cookies on your child’s computer or device that continue to gather data on her and report back on it indefinitely. Moreover, even if the ed-tech company is diligent about protecting student privacy, that policy can change without notice and without parents being notified. For instance, many of these ed-tech companies are rag tag start-ups that are just hoping to be purchased by a bigger organization. In that case the privacy policy will almost certainly alter, possibly without notice.

Data mining isn’t exclusive to education software applications. If you’ve ever passed up a product on-line and then immediately saw an advertisement for that product on a different Website – congratulations – You’ve been data mined. Many of the applications adults use every day in their virtual lives practice this to some extent – Facebook, Google, Netflix, etc. However, there’s a difference between an adult user who enters into virtual relationships with eyes wide open and a child just completing the classwork her teacher assigned in school.

But even beyond the philosophical difference is the extent to which our children are being data mined. No where is it more pervasive than in our schools.

A really efficient ed-tech firm can collect as much as 10 million unique data points on each child, every day. That’s exponentially more than Facebook, Google or Netflix collect on their users.

Moreover, the ed-tech industry hungers for even more data on our children.

The Bill & Melinda Gates Foundation funded a $1.4 million research project to provide middle-school students with biometric sensors designed to detect how kids responded on a subconscious level to each minute of each lesson. Like Common Core State Standards – Gates’ attempt to force uniform academic standards on the nation’s public schools – data mining is all about turning real children into information. Intelligence and knowledge are reduced to numbers. Biological functions, heat indexes, even eye movements are tabulated as a function of a salable commodity – your child.

In the not too distant future, ed-tech companies could sell information about which prospective job applicants or college students have the proper aptitude to be successful. In some ways, this is just an extension of the ways standardized tests like the Scholastic Aptitude Test (SAT) are used to unfairly label students worthy or not of a post-secondary education. However, those tests are taken by high school juniors and seniors. The coming data mining boom would judge children based on their performance all the way back to kindergarten or even pre-kindergarten.

As usual the American Legislative Exchange Council (ALEC) is already planning for this dystopian nightmare. The conservative lobbying organization has drafted a model bill to make this a reality.  If picked up and offered in any state legislature, the bill would set up a central database for student records and allow colleges or businesses to browse them in search of potential recruits.

In addition, these student portfolios could allow corporate vultures to prey on customers vulnerable to particular sales pitches. For instance, young adults who had struggled at math in high school would make dandy targets for high-priced payday loans.

In the meantime, hedge fund managers and other investors are pouring money into the ed-tech market. More than $650 million flowed into technology firms serving K-12 and higher education each year for the past three years. That’s nearly double the $331 million invested in these markets in 2009. The national market for education software and digital content is nearly $8 billion, according to the Software & Information Industry Association.

Yet there is little evidence these applications are truly helpful in educating children. Even the technology-loving Gates Foundation, found in a national survey that only 54 percent of teachers thought the digital tools used most frequently by their students were effective.

Let’s get something straight: the reason most of these firms exist is not education. It is spying on children. It is stealing their valuable data for corporations’ own ends.

The ed-tech market is intimately entwined with the latest fad in education policy – Competency Based Education (CBE).

This has come to mean teaching and assessment conducted online, where students’ learning is continuously monitored, measured, and analyzed.

However, the goal seems to be replacing big end of the year standardized tests with daily stealth assessments. In this way, it would be more difficult for parents to refuse testing for their children. It would hide the ways in which a standardized curriculum narrowed student learning to the very basics. It would hide how children’s every tiniest action is being used to judge and evaluate their schools and teachers. And this information of dubious validity could be used to close public schools and replace them with shoddy but more profitable charter schools.

Education historian Diane Ravitch talks about a meeting in August of 2015 with The State Commissioner of Education in New York, Mary Ellen Elia, and several board members of New York State Allies for Public Education (NYSAPE), a highly successful state opt out organization.

She says:

 

“At one point, Commissioner Elia said that the annual tests would eventually be phased out and replaced by embedded assessment. When asked to explain, she said that students would do their school work online, and they would be continuously assessed. The computer could tell teachers what the students were able to do, minute by minute.”

The plan has been laid bare. Our students privacy has been compromised and is being used against them. If big business has its say, our children will be forever pawns in a system that reduces them to data and profit.

That’s not what public school should be about.

It should be a place centered on learning not earning.

It should be a place that values the student and not her data.

It should be a place of creativity, imagination and wonder.

But as long as we allow ed-tech companies to run unregulated in the shadows, it will always be susceptible to these dangers.

The only one who can stop these predators in your child’s classroom is you.