I Stand With Striking Teachers Because I Stand for Underprivileged Children

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America’s teachers are taking to the streets by the thousands.

 

In West Virginia, Oklahoma, Kentucky and soon to be Arizona and Puerto Rico, educators are leaving the classroom and storming their state capitals.

 

Why?

 

Not because they’re greedy. Not because they don’t want to do their job. But because this country doesn’t care enough to provide them the resources they need to do it.

 

America doesn’t care about black and brown children.

 

America doesn’t care about poor white children.

 

America only cares about middle class and wealthy kids, preferably if their skin has a melanin deficit.

 

Don’t believe me?

 

Just look at how much these states have cut education funding. Look at how the federal government has slashed financial assistance. Look at how districts are forced to increasingly rely on local tax revenues to pay for the kind of education their children receive.

 

This means poor kids get poor resources. This means minority kids have to do without.

 

For the dark and the destitute, this means larger class sizes, out of date text books, and narrowed curriculum. It means fewer tutors, reading specialists and librarians. It means being left to your own devices to deal with the effects of generational poverty which put them behind their wealthier, lighter peers before they even enter kindergarten. It means greater emotional disturbance, greater malnutrition, higher absences, more learning disabilities, and less help to deal with any of it.

 

On the other hand, for the economically privileged white kids, it means just the opposite – fewer social problems, and the best of everything to deal with whatever issues they have.

 

It’s an unfair system, and teachers aren’t having it. We’ve been sounding the alarm for years, but it has fallen on deaf ears.

 

We don’t want to strike, but lawmakers are giving us no choice.

 

We’re saying, Enough! We’ve had it with the excuses.

 

Society hires us to do a job – let us do it.

 

Don’t refuse us the money to get it done and then blame us for the results.

 

That’s why there was a 9-day teachers strike in West Virginia which won educators a 5% raise in February.

 

That’s why 30 districts closed in Kentucky this week after a statewide sick out inspired by the legislature’s plan to cut pension benefits.

 

That’s why thousands of teachers in Oklahoma walked out this week demanding higher wages and better school funding.

 

And it’s why educators in Arizona, Puerto Rico and other states and territories may be next.

 

When you deny teachers the basics necessary to do their jobs, you’re refusing your responsibilities toward children.

 

When you deny educators a fair wage, you’re discouraging young people from entering the profession and encouraging those already there to seek work elsewhere.

 

And that is what we’re talking about here – a fair wage. We’re not talking about teachers getting rich off the taxpayers dole. You’re asking us to get an advanced education and do a hard job – that requires a middle class income so we can pay off our student loans and support our families.

 

The same goes for pensions. When teachers took their jobs, a fair pension was part of the contract. You promised that after 30-some years, educators could retire and you’d take care of them. You can’t renege on that. And if you plan to offer less for those coming in to the field, you’re going to get fewer high quality teachers willing to take the job.

 

When you attack unions and union benefits, you’re really attacking students. A teacher who can be fired at the whim of an administrator or school director is not as affective at her job. She has less autonomy and freedom to do what is right for her given students. And she has less reason to take a chance on the profession in the first place.

 

This doesn’t mean that after three years teachers should have a job for life. They don’t. It just means that if you’re going to fire a teacher for negligence, you should have to prove she’s negligent first.

 

This is why there’s a so-called teacher shortage in most states. As a society, we’ve become less-and-less willing to pay for teachers to do their jobs. We’ve become less-and-less willing to offer them the independence and respect necessary to get things done.

 

Why?

 

Because we’ve swallowed a pack of lies from the business community.

 

Many of them look at our public schools and see an opportunity for financial gain.

 

School funding may not be enough to give every one of the 50.7 million students in public school a first class education, but it’s more than enough to make a cabal of entrepreneurs and corporate officers rich.

 

That’s why they’re pushing charter schools and voucher schools and standardized tests and edtech software scams.

 

They want to get rid of democratic rule, get rid of teacher-based assessments and – ultimately – get rid of teachers. They want to replace us with minimum wage temps and leave the work of educating to computers that can provide test prep and standardized assessments.

 

But only for the poor and minorities. The affluent and middle class white kids will still get the best money can buy. It’s only those other kids they’re willing to feed to the wolves of edu-profit.

 

THAT is what educators are fighting.

 

THAT is why teachers across the nation are striking.

 

We’re demanding this nation does right by its public school students.

 

And that begins by supporting their teachers.

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Study Suggests Bringing “No Excuses” Discipline Policies from Charter to Public Schools

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The teacher begins class by taking out her Glock.

 

She casually walks to the front of the room and shoots a misbehaving student in the head.

 

All the others immediately begin working on their assignment.

 

It sounds like something from a horror movie. But it’s actually not all that far away from what real researchers at the Brookings Institution and Princeton University are suggesting we do.

 

Sarah Cohodes has written a new report called “Charter Schools and the Achievement Gap” that praises “No Excuses” discipline policies at urban charter schools and suggests they be more widely implemented at traditional public schools serving the poor and students of color.

 

I wish I were kidding.

 

Let’s return to the hyperbolic situation with which I began this article.

 

The noise of a gunshot brings the principal racing to the classroom.

 

She notices the slumped bleeding body of the shot child and walks up to the teacher ready to physically disarm and arrest her. But then she notices all the rows of neatly placed desks and the children diligently doing their work.

 

She glances down at a paper here and there and notices that the children are getting most of their work correct.

 

So she turns to the teacher and says, “Carry on, Ms. C. You seem to have everything under control here.”

 

That’s perhaps the most immediate concern brought by Cohodes research – it proposes to evaluate a discipline model based solely on its academic results and completely ignores other aspects of the student experience. For instance, how does the model affect students’ social and emotional development? Is it harmful to students’ curiosity, self-motivation and psychological well-being?

 

Pardon me, but these are important issues.

 

I don’t care if my fictional teacher’s shoot first discipline policy gets students to do exceptional classwork. My daughter will not be enrolled in that class – nor do I expect anyone would want their child to learn in such an environment regardless of how well it maximized test scores.

 

Let me be clear. This is hyperbole, but with a point.

 

“No Excuses” discipline policies don’t result in any gunshot wounds or deaths (to my knowledge), but they do create environments that are not conducive to the flourishing of children.

 

 

For instance, at a New Orleans charter school, students were punished for not standing straight, not sitting up straight, for putting their heads down, for closing their eyes for too long, for not tracking speakers correctly with their eyes! Between classes students had to walk single file between the wall and a line marked with orange tape. And they had strict dress codes.

 

This is not school. It is prison.

 

And it’s unsurprising that these sorts of discipline policies are found at urban charter schools like the KIPP network serving mostly poor and minority students.

 

Cohodes champions them because – in her view – they get results.

 

I say that she is missing the point.

 

Her view of what is important in school is far too narrow.

 

Moreover, it’s based on a misconception of what constitutes academic success.

 

Cohodes concludes “No Excuses” policies work solely because schools with such policies tend to have students who get higher test scores.

 

This is to make a few assumptions.

 

First, it assumes that the number of students weeded out by such discipline policies isn’t significant enough to wipe out the apparent increase in scores. The punishment for breaking the rules at these schools is often detention, suspension or expulsion. Every child who is enrolled at the beginning of the year isn’t there by testing time. How do we know that the school hasn’t lost so many students who couldn’t obey the rules that they wipe out any gains in testing?

 

Second, she is assuming standardized testing provide accurate assessments of knowledge and skills. This is far from an accepted premise. These tests have repeatedly been shown to be both economically and racially biased. Cohodes is assuming that since the students scoring better on the assessments are still poor and predominantly black, what they’re being tested on is fair.

 

Standardized tests are poor assessments. Multiple choice exams do not possess the flexibility to allow for creativity and depth of knowledge. They simply expect a “standard” student to think a certain way and reward dissimilar students for conforming to that standard.

 

“No Excuses” charter schools may be better at getting different children to act and think alike, but that is not necessarily an endorsement.

 

Cohodes concludes that these gains in test scores are ultimately beneficial because they will lead to success at college. However, numerous studies have shown that charter school students end up dropping out of college at higher rates than traditional public school students. They simply haven’t learned how to motivate themselves to learn without the rigid, military structures of the charter school environment. One can imagine similar outcomes for charter students (successful charter students) who immediately enter the workforce.

 

None of these considerations make it into Cohodes research.

 

She jumps from the brilliant standardized success of “No Excuses” charter schools to the need to include these policies in traditional public schools.

 

Cohodes worries that the charter school sector can never fully compete with traditional public schools, so we need to make traditional public schools more like charter schools.

 

However, I cannot imagine many parents would jump at the chance to have their children treated like prison inmates for the chance of higher test scores.

 

Unlike charter schools, public schools have school boards. They have to make their decisions in public and are accountable to voters who can come to the public meeting, protest and even run for a seat on the board themselves.

 

In short, this is a terrible idea.

 

It is somewhat staggering that a grown adult could look exclusively at the data and come to such a conclusion without considering what it means for flesh-and-blood students.

 

Not only that, but we’re talking about predominantly black and brown students. Is it somehow more acceptable because we’re talking about turning schools serving darker skinned students into Guantanamo Bay? Would it be as acceptable for rosy cheeked affluent white kids?

 

This is what happens when you let economists set public policy.

 

It is essential that we include parents, teachers, psychologist and even students in the processes. Otherwise, we’ll continue to get heartless number crunching offered as sincere solutions to our problems.

The One Reform We Never Try: Increase Teacher Salary

 

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There are many suggestions for improving America’s public schools:

 

More standardized tests.

 

New academic standards.

 

Increase charter schools and/or allow kids to attend private schools with public money.

 

But one reform you hardly ever hear about is this: pay teachers more.

 

Isn’t that funny?

 

We’re willing to try almost everything else but that.

 

Sure, some folks want to tie teachers’ salaries to test scores, but that’s not increasing pay. That’s just doubling down on standardized testing.

 

Isn’t it shocking that no one is willing to invest more money into the actual act of educating children?

 

Consider this: full-time employees making minimum wage earn between $15,000-$20,000 a year. (Some states have voluntarily raised the minimum wage above the federally mandated $7.25 to as much as $10 an hour.)

 

Compare that to a teacher’s starting salary.

 

According to the National Association of Colleges and Employers (NACE), the low end for teachers entering the field is around $30,000. That’s a mere $10,000 above the most generous minimum wage.

 

There are places in this country where going into debt earning a four year degree in education, serving an (often unpaid) internship in the classroom and agreeing to teach the next generation gets you a few notches above fry chefs and WalMart greeters.

 

This isn’t to disparage burger cooks or grocery clerks. I, too, love a crispy French fried potato and a sincere greeting. But which profession is more important to our future as a nation? The quality of our service industries or the education of every single child in the country – all our future doctors, lawyers, politicians and… well… EVERYTHING!

 

Average starting salary for teachers nationwide is only $37,000, according to NACE.

 

Compare that to other professions.

 

Computer programmers start at $65,000. Engineers start at $61,000. Accountants (mathematics and statistics majors) start at $54,000. Even philosophers and priests (philosophy and religious studies majors) start at $45,000.

 

Are they more important than teachers? Do they provide more value for society?

 

I humbly suggest that they do not.

 

Who taught the programmers how to program? Who taught the engineers and accountants how to add and subtract? Who taught the philosophers how to think logically? Who taught the priests how to write their sermons?

 

TEACHERS. That’s who.

 

Yet if we judge purely by starting salary, we certainly don’t value their services much.

 

To be specific, they make 14 percent less than those from professions that require similar levels of education, according to the Economic Policy Institute.

 

Sadly, it only gets worse as time goes on.

 

Teacher salary starts low, and grows even more slowly.

 

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According to a report by the Center for American Progress, the average base salary for a teacher with 10 years of experience and a bachelor’s degree is $45,000. That’s a mere $800 annual raise. No wonder more than 16 percent of teachers have a second or third job outside of the school system. They simply can’t survive on the salary.

 

They can’t buy a home or even rent an apartment in most metropolitan areas. They can’t afford to marry, raise children, or eke out a middle class existence.

 

What effect does this have on students?

 

Well, for one, it often leaves them with inexperienced or exhausted teachers.

 

Nationwide, 46 percent of educators quit before reaching the five year mark. And it’s worse in urban districts, where 20 percent quit every single year!

 

That translates to more students learning from educators who are, themselves, just learning how to teach. If we took pains to keep them in the profession, think of what a positive impact that would have on the quality of education the nation’s students  receive – Teachers learning from experience and improving their practice every year instead of a continual flux of novices just trying to figure out the basics and survive!

 

But it’s not all intangibles. It costs bookoo bucks to constantly find and train new teachers – roughly $7.34 billion a year, to be exact. Imagine if we could invest that money into salaries instead.

 

This is exactly what they do in many other countries.

 

We’re always comparing ourselves with nations in Europe and Asia where students average higher standardized test scores. Yet we rarely enact the policies that got them these results.

 

Many of these countries recruit the top graduates to become teachers. How? By offering sweeteners and incentives to become a life-long educator.

 

In Singapore and Finland, for example, they actually cover the cost of the college coursework needed to become a teacher. And when it comes to salary, they leave us in the dust. In South Korea, they pay educators an average of 250 percent more than we do!

 

For many people, education is a calling. You feel drawn toward the job because it holds meaning to you. But how many people ignore that calling because of simple economics? There are plenty of things you can do with your life; If you can’t earn a living doing one thing, you may opt for something else.

 

How many more excellent teachers would we have in this country if we prized and rewarded those practitioners we already have?

 

It doesn’t take a deep dive into the news to see how teachers are treated in American society far beyond the low pay.

 

Everything that goes wrong in our public schools is laid at their feet whether they have any control over it or not. Child poverty, inequitable and inadequate resources, regressive and nepotistic policy, backward education legislation – it’s all somehow the teacher’s fault.

 

Imagine if we saw teachers as part of the solution! What effect would that have on teacher turnover?

 

Look no further than our foreign counterparts. In South Korea, turnover is only 1 percent per year. In Finland, it’s 2 percent. In Singapore, it’s 3 percent.

 

It’s certainly worth a try.

 

As reforms go, this is one with more evidence behind it than 90 percent of the garbage that comes floating out of partisan think tanks.

 

Pay teachers more.

 

Starting salary should be at least $65,000. End pay after 30 years should be at least $150,000.

 

THAT would boost educational outcomes.

 

And, please, don’t give me any nonsense about summer break, teacher tenure, the power of unions or whatever else you heard on talk radio or the corporate news media. Teachers average 53 hours a week August through June – making up for any downtime in the summer, tenure doesn’t mean a job for life – it means due process, and unions aren’t evil – they just ensure workers more rights than the bosses would like.

 

Moreover, don’t tell me we can’t afford it. We spend more on the military than the next 8 nations combined.

 

Imagine if we put a priority on raising our own children instead of guns and missiles. Imagine if we spent more on life than death.

 

Imagine if we tried the one reform left in the box – increase teacher pay.

 

Here’s an Idea: Guarantee Every Child an Excellent Education

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Let’s get one thing straight: there are plenty of things wrong with America’s school system. But they almost all stem from one major error.

We don’t guarantee every child an excellent education.

Instead, we strive to guarantee every child THE CHANCE at an excellent education. In other words, we’ll provide a bunch of different options that parents and children can choose from – public schools, charter schools, cyber schools, voucher schools, etc.

Some of these options will be great. Some will be terrible. It’s up to the consumer (i.e. parents and children) to decide which one to bet on.

In many places this results in children bouncing from school-to-school. One school is woefully deficient, they enroll in another one. One school closes suddenly, they start over again at another.

It’s terribly inefficient and does very little good for most children.

But that’s because it’s not designed with them in mind. It does not put the child first. It puts the education provider first.

It is a distinctly privatized system. As such, the most important element in this system is the corporation, business, administrator or entrepreneurial entity that provides an education.

We guarantee the businessperson a potential client. We guarantee the investor a market. We guarantee the hedge fund manager a path to increased equity. We guarantee the entrepreneur a chance to exploit the system for a profit.

What we do NOT guarantee is anything for the students. Caveat emptor – “Let the buyer beware.”

Imagine if, instead, we started from this proposition: every child in America will be provided with an excellent education.

Sound impossible? Maybe. But it’s certainly a better goal than the one we’re using.

And even if we somehow managed to do it – even if every school was excellent – that doesn’t mean every child would become a genius. You can only provide the basis for an excellent education; it is up to the individual learner – with help from parents, teachers, and other stakeholders – to take advantage of what is put before him or her.

That is not a crazy goal to have. Nor does it mean that education would necessarily become stagnated.

It doesn’t matter what kind of school students go to – it matters that each and every school that receives public funding must be excellent.

That doesn’t mean they each must be excellent in the same ways. One wouldn’t expect them to be carbon copies of each other. Students have different needs. One would expect each classroom and each teacher to be doing different things at different times.

However, there are some things that are universal. There are some principles that are just better than others. Here are four:

First, it is better for schools receiving public funding to have to spend that money openly. They shouldn’t be able to spend that money behind closed doors without any public scrutiny or accountability.

Second, it’s better that the majority of the decisions made about how the school is run are made in public by duly-elected school board members drawn from the community, itself. That is much more preferable to political appointees who are not accountable to the parents and community.

Third, it is better if a school cannot deny a student enrollment based on that student’s special needs, race, religion, creed, sexual orientation, academic record or other factors. If the school receives public funds, it should not be allowed to turn anyone away.

Finally, it is better if a school teaches material that is academically appropriate, generally accepted as mainstream core concepts of the subject and Constitutional. Schools funded with tax money should not teach religious concepts like Creationism. They should not teach history and science from a Biblical point of view. They should not teach racial, sexual and religious discrimination.

None of these four principles should really be controversial. But each of them is violated by our current education system.

Some voucher schools violate the latter proposition. The other three are often violated by charter, cyber and voucher schools.

The only type of school that does not routinely violate these propositions is traditional public schools. Yet that is also the type of school being consistently undermined by most of our current educational policies.

So if we start from the idea that every student should get an excellent education, we start with the proposition to support and renew our public schools.

In doing so, we would need a national commitment to bringing every public school up to snuff.

Many of them already are – Hint: they’re found in rich neighborhoods. The ones that struggle are almost always found in poorer neighborhoods, and that’s no accident. It’s the result of savage funding inequalities.

What we’d need to do is ensure schools serving impoverished students receive equitable funding compared with schools serving the middle class and wealthy kids. Impoverished students must by necessity receive as much funding as the privileged ones. In fact, given the deprivations and increased needs of impoverished students, they should actually receive more funding. Middle class and rich kids have academic advantages over poor kids before they even enter kindergarten. They have more books in the home, more educated parents, better nutrition, better neonatal care, and often more stable home environments. If we really committed ourselves to making sure even these kids got the best possible education, we’d need to start spending more money on them.

Next, we’d need to do something about school segregation. Our public school system is now almost as segregated – and in some places even more segregated – than it was before the landmark Brown vs. Board decision 50 years ago. The only way to guarantee everyone an excellent education is to make it increasingly difficult to hurt some students without hurting all. There is no separate but equal. When we keep students apart by race or class, we ensure inequality among them.

And perhaps most important is this: we must remove the profit principle from education. We cannot allow decisions to be made based on what is best for corporations. Academic decisions about how to teach, how to assess student learning and how to assess teaching should be made by professional classroom educators.

This means no more high stakes standardized testing. No more Common Core. No more depersonalized computer-based learning. No more value added measures used to evaluated teachers. No more union busting. No more Teach for America.

We need to start valuing teachers and teaching again. And we need to pay and treat them as one of the most valuable parts of our society.

These measures would not be easy to accomplish, but they would have an immense impact on our schools.

This would require a substantial outlay of additional funding. We could save money by discontinuing costly practices that don’t benefit children (i.e. testing, charter and voucher funding, etc.). But make no mistake, it would cost money. However, we’re one of the richest countries in the world. We spend a ridiculous amount already on the military. You’re telling me we can’t find the money to spend on our children? If we’re not willing to spend on our future, we don’t deserve to have one.

It requires only a change in focus, a reevaluation of our priorities and goals.

Education should not be market driven. It should be student driven.

We should no longer guarantee business a class of consumers.

Instead, every student in this country no matter if they are rich or poor, black or white, male or female, gay or straight, religious or not – every student should be guaranteed an excellent education.

It’s really that simple.

NEWSFLASH: Betsy DeVos Opens Mouth. Nonsense Falls Out

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Betsy DeVos opened her mouth-hole today and a load of crap fell out.

And somehow that’s news!

Our federal Education Secretary said Wednesday, “I’m not sure how [U.S. public schools] could get a lot worse on a nationwide basis than they are today.”

Let’s add that to the list of things she’s already admitted she’s not sure of:

-Whether charter and voucher schools should be held to the same standards as traditional public schools.

-Whether guns belong on school campuses in reach of children.

-Whether the Department of Education should protect students with special needs.

-Whether the Individuals With Disabilities Act is a federal law (Spoiler Alert: It IS!).

-Oh! And what the heck’s the difference between proficiency and growth?

This woman is an idiot. Worse – she’s a rich idiot.

She only holds this office because she bought off the entire Republican Party and she still needed a historic tie breaking vote by the vice-president to get confirmed!

Why are we publishing a thing she says as anything other than standup comedy?

She knows nothing about public schools. She never went to them as a student. She never sent her own children to them. In fact, she only started visiting them in her official role as Secretary of Education!

Yet she has spent her entire life bribing policymakers to replace public schools with charter and voucher schools.

She is a saleswoman for privatization and she thinks public schools suck.

Well whoop-de-do!

They say opinions are like assholes. Everyone’s got one.

What makes DeVos’ opinion worth anything more than yours or mine?

Nothing.

But since you asked, there is a heck of a lot that makes our opinion better than hers.

Ninety percent of Americans have actually attended public schools. Ninety percent send their own children to public schools. And though popular opinion of public schools nationwide has suffered after an endless barrage of corporate propaganda against them, most people have a very high view of their own neighborhood school.

So if the media wants to publish a valuable opinion about public schools, they should publish what almost anyone ELSE has to say other than Betsy DeVos.

What does a Flat Earther have to say about constructing a globe? WHO CARES?

What does a skeptic about the moon landing have to say about NASA? WHO GIVES A CRAP?

What does Betsy DeVos have to say about public schools?

NO ONE CARES.

But fine. I’ll bite. Why does the billionaire heiress think our public schools stink?

She trots out the usual nonsense about international test scores:

“I mean, the fact that our PISA scores have continued to deteriorate as compared to the rest of the world and that we’ve seen stagnant at best results with the NAEP scores over the years. I’m not sure we can deteriorate a whole lot.”

First of all, she’s wrong about the facts.

PISA scores did not deteriorate. Like NAEP scores, they’ve remained pretty much the same for all the decades we’ve been making these comparisons.

Internationally, our test scores have always been in the middle of the pack. And that shouldn’t be surprising.

We provide every child with an education. Many of the countries we’re compared with internationally don’t. That means we’re going to have lower test scores. You’re comparing ALL of our kids with only the best academic achievers in Asia, Scandinavia and other countries.

Add to that the overwhelming child poverty rate in the United States – something completely absent in most of these other nations we’re being measured against. Obviously our poorer kids who get fewer resources than your richer kids won’t do as well on standardized tests. You’re not comparing apples-to-apples. And whenever you make the adjustment for poverty, our students score at the top of the scale!

I’m not saying we can’t improve. There’s plenty we could be doing such as providing more resources for our poor and minority students. But opportunists like DeVos have always tried to use this test score myth to justify destroying the public school system and giving it away to private interests.

Betsy, please just stop. The blatant ignorance coming out of your mouth hurts. It’s embarrassing.

But perhaps there is a silver lining here. We’re used to hearing these lies from more credible sources. Before becoming Education Secretary, Arne Duncan and John King had advanced degrees. They ran major metropolitan school systems. DeVos is just rich.

And having such an obvious fool repeat these same lies pulls back the curtain.

There is no longer any question about their veracity.

Good luck trying to fool people with this same snake oil anymore. Just by opening her mouth, DeVos has poisoned the entire corporate school reform narrative.

Thanks, Betsy!

The Measure of Citizenship isn’t an Exit Exam – It’s Participating in Our Democracy

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Pennsylvania legislators just flunked civics – big time.

Once again, instead of offering real solutions to eradicate the ignorance of the coming generation, they clothed themselves in their own.

A bi-partisan group of 47 state lawmakers is proposing forcing all public school students to pass a test on citizenship in order to qualify for a diploma.

House Bill 1858 would require all K-12 schools receiving tax dollars — including charters schools and cybercharters — to give their students the same 100-question test that immigrants seeking U.S. citizenship will have to pass starting in 2020. Any student who doesn’t get a sufficient score will not receive a diploma or GED equivalency.

While it is admirable that legislators are concerned that high school students don’t know enough about civics, it’s unfortunate that they think the solution is another standardized test.

After all, what does being a good citizen have to do with a multiple choice exam?

Citizenship is about political independence. It’s about exercising your rights, not memorizing them. It’s about engaging in the political process, not spitting back facts about what kind of tree George Washington chopped down. It’s about using the principals of self-determination to rise up to the level of personal and community involvement, of individual sovereignty and home rule.

This involves actually teaching civics, a subject that has been cut to the quick in our schools to make room for an increasing amount of test-prep in math and reading. It used to be common for American high schools to offer three civics and government courses. Two of them – “Civics” and “Problems of Democracy” – defined the role of a citizen in relation to current events and issues. However, in most districts now these have been condensed into one “American Government” course that spends hardly any time on how students can and should participate in their government. Moreover, this course isn’t even offered until junior or senior year – far too late to make much of a difference.

Maybe instead of  putting a metaphorical gun to kids heads and demanding they care about civics, you could actually provide some resources so teachers could… I don’t know… teach it!

How about actually funding our public schools? You well-meaning dunderheads slashed school budgets by almost $1 billion a year for the last six years, and your only solution to helping kids learn has been to put more hurdles in their way without offering anything to help them achieve.

That is a losing strategy. If you want to have a winning race horse, at some point you have to feed the freakin’ horse!

If lawmakers really want kids in the Keystone state to know something about civics, why not start by making it easier for schools to broaden the curriculum to include robust civics courses?

This means REDUCING the number of standardized tests, not increasing them. Inject some money into the system so schools can hire back some of the 25,000 teachers who have been furloughed. You want kids to learn how to be citizens? Provide them with excellent teachers who actually get to experience some meaningful professional development, teachers not overburdened with meaningless paperwork to justify their jobs at every turn, teachers encouraged with rewards for seeking National Board Certification, etc. And let’s reduce class size so kids actually have the chance to be heard by their teachers and might actually learn something.

Moreover, if you really want to assess if these lessons have been learned, assess whether students are actually participating in their Democracy.

That’s the thing about citizenship. It looks like a noun, but it’s really a verb. It only has meaning if you do it.

Have high school kids registered to vote? Have they volunteered to take part in the political process, to canvass or phone bank for a candidate they believe in? Have they attended a session of the state House or Senate? (Have you provided the funding for appropriate field trips?) Have they attended a rally or protest for a cause close to their hearts?

THESE are the measures of true citizenship. And there are things you can do to make it easier for students to take part.

But no one really wants that. Come on. This is still essentially the same legislature that passed a Voter ID bill a few years back to make it harder for people to participate in our Democracy. And it would still be on the books if the state Supreme Court hadn’t struck it down as Unconstitutional.

Citizenship!? This is the same legislature that redrew state districts to be so incredibly gerrymandered that the most radical factions of both parties are unchallenged each election cycle!

You know why children don’t know more about civics? Because they’re so disgusted and demoralized by the example you’ve shown them. When politics is nothing but a show, when hardly anything ever changes or actually gets accomplished in Harrisburg, you expect kids to get excited by citizenship!? HA!

All you know how to do is pretend. That’s what this is. Just throw another standardized test on the fire of our children’s education and you can act like you’ve done something.

May I remind you we’re still dealing with the last smoldering exit exam disaster you fostered on us – the Keystone Exams?

You spent $1.1 billion on these tests since 2008, and they’re a statewide joke! You required all students to pass these assessments in Literature, Algebra and Biology, but they’re so poorly constructed and confusing that only half of our students can pass all three. So you put them on hold for two years until you could decide what to do.

And before you even fix that mess, you actually have the gall to say, “Hey! Let’s make kids take ANOTHER test!?”

I know some of you mean well, but this suggestion is a disgrace.

It’s style over substance.

This isn’t a measure to reduce ignorance. It’s a measure conceived in ignorance that’s guaranteed to proliferate it.

Instead of Nixing the Keystone Exams, PDE Recommends a Cornucopia of Tests

frustrated-student-300x199

The answer is in.

After a summer of intense study, the Pennsylvania Department of Education (PDE) has a solution to our exit exam problem.

Last year we almost failed half of our high school seniors state wide because they couldn’t pass all three of our poorly constructed Keystone Exams. So we decided not to count the scores for two years in order to find a way to fix the problem.

And now PDE has a recommendation for the legislature.

Drop the Keystone Exams? Base graduation on the completion of high school classwork?

NOPE.

PDE still loves standardized testing. It just wants to give kids more choice about which standardized tests they can take.

Instead of having to pass the Keystone Exams in Algebra I, Literature and Biology, state policy-makers suggest a veritable Whitman’s Sampler of test-heavy paths to graduation.

Four choices.

Four paths to a diploma.

And they all involve lots and lots of multiple choice, sharpen-your-number-two-pencil, standardized tests.

PDE suggests that students can:

1)         Achieve scores on all three Keystone Exams that when averaged out produce a passing score. So maybe you fail the Biology test but your Algebra I and Literature scores are high enough to even out to a passing score.

2)         Achieve a passing score on some other standardized test approved by the state – SAT, ACT, etc. So maybe you take the Keystone Biology exam and the SAT for English and Math.

3)         For vocational students only – get passing grades in your high school classes, and pass a standardized assessment made for vocational students or otherwise provide evidence of success in that field of study.

4)         Get passing grades in your high school courses and provide at least three pieces of evidence of postsecondary success. More on what counts as evidence later.

PDE estimates these new alternative graduation requirements will be much more effective than the old ones.

The first option of allowing an average score on all three Keystone Exams, for instance, would mean that 72% of Pennsylvania students would thus be eligible for graduation vs. 51% under the old requirement.

The remaining 28% of high schoolers could then meet the graduation requirement by following one of the other three paths.

In most cases, this means more standardized testing – you just get to choose which test to take.

Under the fourth option, students only need to pass their courses and provide three pieces of evidence that they deserve to graduate. But what counts as evidence?
Please pick three from the following menu:

1)         Earn a passing grade in a dual enrollment course. In other words, pass a class in high school that will count as a college credit – maybe an advanced foreign language or math.

2)         Pass the Armed Services Vocational Aptitude Battery (ASVAB) – the entrance exam to qualify for military service. I don’t think you have to actually enlist, but you have to take and pass the test.

3)         Get a letter from an employer guaranteeing you have full-time employment after high school.

4)         Attain a high value industry credential.

5)         Get a certificate that you successfully  completed an internship related to your career goals.

6)         Pass a standardized test such as the PA Career Academic Work Standards assessment and/or SAT.

One notable absence from these choices is a Project Based Assessment (PBA).

Previous legislation allowed students who failed the Keystones to complete PBAs in place of one or more tests. Students would research a specific topic with a trained tutor who would evaluate students’ work and provide feedback. It was designed for students unable or unwilling to pass specific Keystone Exams.

However, this was extremely expensive.

Over the past year, approximately 6,700 students throughout the state completed 15,700 PBAs. In many cases, it took them more than 30 hours to finish each assessment. This put a tremendous burden on local school districts to hire additional staff and remediate students from missed coursework. It also cost the state more money to hire additional people to score the PBAs.

According to the report, an unnamed suburban southeastern district told PDE it had to hire nine specialists at a cost of $900,000. A large unnamed urban district estimated PBAs would cost it an additional $4.1 million. PDE, itself, would need an additional $7 million to grade these assessments.

There were also concerns of whether the PBAs could be completed in a secure fashion to make sure students weren’t cheating. However, the majority of concerns were financial.

As a result, PDE recommended doing away with PBAs.

This leaves the question of what to do with students whose parents opt them out of standardized testing. Under previous legislation, these kids could take PBAs. It is unclear what they could do now to achieve the graduation requirement since so many of the options suggested by PDE involve taking some form of standardized test.

It remains to be seen if lawmakers decide to trample on parents rights in this way.

So that’s it. Four paths to graduation.

There are many ways in which these alternatives are an improvement to the old pass-the-Keystones-or-else requirement.

First, the new plan acknowledges that students don’t need to be equally strong in all academic areas. Someone going into technical school has less reason to demonstrate skill in Biology than someone entering the medical field, for instance.

Also, this provides different options to qualify for a diploma instead of different kinds of diplomas. It had been suggested that students who don’t pass all tests might get a second tier diploma, perhaps even one of several tiers of diploma. So a blue diploma might mean you did pretty good, but not as good as a gold diploma, etc. We can be thankful PDE nixed that terrible idea.

Another positive is that PDE acknowledges standardized tests are not the only possible measure of success. Moreover, some measures of that success can be fairly determined at the district level.

Personally, I wish they went further with this. The authors of the report admit that colleges and employers rarely look at standardized test scores. Report card grades are a much better predictor of future success at both the college and career level. PDE cites three different peer-reviewed academic studies that come to this conclusion, but state education officials don’t have the bravery to likewise conclude that standardized assessments are unnecessary. Instead they play around at the edges, allow choice among standardized assessments and a complicated metric relying heavily on these assessments.

Moreover, as refreshing as it is to have state government admit that we can trust our local school districts to make some decisions about their students, why can’t we go one step further and say local districts can determine who deserves a diploma, in the first place? For centuries this is exactly what our schools did. In fact, the majority of people currently holding down jobs were determined to be ready for those jobs or their college experiences by just those same local school districts. Is America so incompetent that it needs standardized test corporations to bless everyone before being allowed to graduate? Would we be a better nation if everyone had to pass a standardized test to qualify for the workforce?

In short, the report from PDE certainly represents an improvement on the current Keystone Exam graduation requirement. However, it shows a real lack of courage and conviction by state functionaries.

There is no academic reason to have a graduation requirement beyond traditional coursework. It will only suppress the graduation rate as it has in other states in which it has been enacted. If we really wanted to increase the quality of high school graduates, we’d invest in them. We’d lower class size. We’d provide a wide curriculum. We’d provide equitable funding for children at different points on the socioeconomic scale. We’d provide services and tutoring for our most disadvantaged students.

Instead, we’re still just putting up more hurdles and demanding kids pull themselves up by their own bootstraps.

Something clearly must be done.

If the legislature doesn’t make changes, the requirement to pass all three Keystone Exams will apply to current high school freshman and sophomores.

There’s never been an exit exam like this in Pennsylvania before – in fact, almost the entire workforce, business community and state leadership somehow managed to get by without one. But whatever; these children today need to prove themselves.

Kids, passing your courses isn’t enough anymore. You’ve got to pass a test. Several of them in fact.

Never mind that you have to pass tests to succeed in your courses. THOSE tests are designed by teachers. You have to pass a real test – something designed by a corporation.

As big business continues to floods our lawmakers with campaign cash, somewhere along the way our representatives decided to spend a truckload of our tax dollars on big business – to make tests. Can’t imagine why.

In 2014, the legislature decided you’d have to pass a series of 10 Keystone Exams in core subjects. Fail even one of them and you’d get nothing but a certificate of attendance. So 12-13 years of schooling and you get this:

“Hey! Remember Paulie?”
 
 
“Yeah?”
 
 
“He was here.”

However, creating 10 brand new tests costs an awful lot of money. Pennsylvania shelled out more than $200 million before lawmakers said, “Okay, that’s enough,” and stopped with just the three we have. But before even these could be made permanent prerequisites of graduation, the scores came in.

It wasn’t good. About half of all students in both traditional public schools and charter schools couldn’t pass them all.

Why?

Well, the Common Core aligned tests were of dubious quality and zero validity based on actual educational research. Also, we cut off educational supports by slashing school budgets by almost $1 billion a year. Oh, and we spent way more money on rich students than poor students earning us the dubious distinction of having the most inequitable school funding in the nation.

Not exactly a recipe for success.

So what was the state to do – move forward and withhold diplomas for half of all students? Or Toss out the tests and move on?

Instead, lawmakers came up with a unanimous compromise – more time. The legislature decided to pause the Keystone requirement for two years in order to better study what could be done.

And now PDE has it’s test heavy solution to move forward.

People of conscience need to stand up and oppose any kind of additional exit exam in Pennsylvania. Parents, teachers and students need to band together. School board directors need to pass resolutions. Thoughtful lawmakers need to put forward progressive legislation.
The resistance has already begun.