Old Butterfly Effect: A butterfly flaps its wings in Brazil, and the result is a tornado in Oklahoma.
Now that US ED wants to link everything together, we need a revision. New Butterfly Effect:
A butterfly flaps its wings against the window of a school room where students are taking the High Stakes Test. Several of the students are so excited (they just had a unit about butterflies and grew some in their room that they then released into the wild at recess-- is this one of ours? does he remember us and want to come back? look! Look!!) that they actually get up to look. The test proctor scolds them and makes them sit down, but between the excitement of the butterfly and the hurt feelings for the scolding, they have lost their focus for the day. All of them do poorly on the test.
Because several of the students do poorly, their teacher's VAM score is low.
A phys ed teacher and a music teacher also get low evaluations. They don't teach these kids, but the convoluted evaluation formula causes the student scores to lower the teacher evaluation scores.
Because at least one of these teachers is on the second year of a low evaluation score, that teacher is fired.
Two of these teachers got their degree from a local college education department ten years ago. Because Arne Duncan's plan to evaluate colleges by the test scores of their former students' students, that local college ed department gets a lower evaluation.
Because of the lower test score, the department loses financial support from the feds. They also suffer a bout of negative publicity because they are on the fed's Naughty List. They have already been struggling with recruitment, and so they cut their program and raise tuition.
Without an affordable local program, several local high school seniors decide not to pursue a goal of a teaching degree after all. Instead they just go straight into the workforce.
And so by next summer, former teachers and high school graduates are all looking for a job.
And so, because a butterfly flaps its wings, Wal-mart has a large enough labor pool to continue hiring workers for 20-hours-a-week at minimum wage.
Saturday, November 29, 2014
Feds Committed To Preserving Crappy Colleges
You may recall that the Corinthian College for-profit chain was in trouble. Specifically, they were in trouble for 1) running a massive scam and 2) not even running it successfully.
For-profit colleges are a great study in how a voucher system really works. The feds grant higher ed vouchers to a sector of potential students, and then various institutions compete to get those vouchers. Do they compete by being the most awesome providers of the most excellent education? Don't be ridiculous. Do Coke and Pepsi compete by trying to create the most excellent, healthful beverage, or by piling on the marketing and putting in just enough sugary sweetness to trigger the monkey pleasure centers in our brains?
So these for-profit colleges specialized in marketing techniques like Empty Promises and Lying About Previous Results.
And of course, there's one significant difference between this system of vouchers as compared to the usual-- these are vouchers that students have to pay back with interest (which turns out to be difficult when you've sunk all your money in an education that doesn't get you a good job).
Anyway, the full story is here. Short version: feds threatened to shut down predatory loan-sucking for-profit scam schools, but decided to bail them out instead. Kind of like finding people in a burning building and saying, "You guys just stay there inside. We're going to hire someone to paint the place."
Now we've arrived at Chapter 2. After bailing Corinthian out so that students could continue to stay warm and toasty inside the burning building, the feds are supporting a new deal. As reported in the Washington Post, a chunk of the chain has been bought up by----- a debt collection company!
“What we are seeing is an unprecedented attempt on the part of a regulator to prop up one of the very worst companies in the industry,” said Barmak Nassirian, director of federal relations and policy analysis for the American Association of State Colleges and Universities. “You could debate which is better — allowing a predatory operation to collapse, or keeping it on life support so that it could victimize more people. That is what the federal government has done.”
Nassirian is being generous-- I'm not sure exactly what the argument for allowing predatory operations to collapse, other than it would be disruptive for the students sooner than letting them finish school and then finding out that they've been had.
Educational Credit Management Corporation is the buyer, and if you've heard horror stories about students being relentlessly pursued to pay up school debts, these guys were probably the monster under those stairs. They've been spanked a few times for overzealous pursuit of the money. They might seem to be, to say the least, an odd choice to own and operate a for-profit college chain.
ECMC is an odd choice to run chunks of Corinthian only if you think the purpose of these schools is to provide an education. If you understand that the whole for-profit college biz exists only to move school loan money around so that outfits can make money from the process every time the dollars change hands. For-profits exists in order to convince students to go into debt; the school collects the principal, and the owners of the loans collect the interest, and the students collect the debt. It is a great model for privatizing profit while sloughing the risk and debt off on citizens. So ECMC, as a debt collector, is simply getting into some vertical integration, making money from the loans both coming and going (earlier this year they also acquired College Abacus "the kayak.com of college loans). They can hire somebody to maintain the illusion that there is an actual school at the center of this giant scam, and do it through their own Zenith Education Group subsidiary so that not a single delicious dollar leaks out of any of the seams.
How do federal authorities feel about these efforts to keep a shark in the educational waters? Are you kidding? They helped broker the deal. Because in all of this, it's far more important that the for-profits remain intact and viable than the futures of tens of thousands of students be safeguarded. This is as if Gerber laced a hundred thousand jars of baby food with arsenic and the fed's first priority was to make sure the company was okay while leaving the babies to just fend for themselves.
I'm sure that the obscene profits that the fed makes from student loans has nothing to do with this. It couldn't be that nobody called it a bad idea, because many, many people have spoken out at every step of this process. From the Huffington Post:
“While bailing out 56 schools, the sale treats the more than 30,000 students like financial assets,” said Maggie Thompson, manager of the Higher Ed, Not Debt campaign.
“If you’re supposedly a regulatory agency, and your mission is to protect students, why wouldn’t you want students to know that?” said Mark Huelsman, a senior policy analyst at policy organization Demos. The Education Department, in effect, allowed Corinthian to enroll as many students as it wanted, even as it teetered on insolvency -- ignoring the demands of a dozen Democratic senators.
From the Washington Post:
“Corinthian faced enrollment challenges and regulatory scrutiny common to other for-profits, but the thing that did them in at the end of the day was plain old mismanagement,” [Trace Urdan, a higher education analyst at Wells Fargo Securities] said. “They failed to cut costs like they needed to, operating under the assumption that next year would be better — and it never was.”
Rep. Steve Cohen (D-Tenn.) said he was “shocked” that the Education Department would support the deal and questioned whether keeping Corinthian open under any management was in the best interest of students or taxpayers.
“To prop up a school whose main purpose seems to be to get federal money is a misguided use of federal funds,” Cohen said. “When a school like [Corinthian] that has a checkered history is on the mat, throw in the towel. It’s over.”
But here's who liked it:
“We are glad that Corinthian has reached an agreement with ECMC Group and believe that this transition will allow students to maintain progress toward achieving their educational and career goals and protect taxpayers’ investment, while Corinthian moves out of the business,” Undersecretary of Education Ted Mitchell said in a statement.
The whole Corinthian mess is as clear an example as we've ever seen of the federal government putting corporate interests ahead of the interests of citizens. It's also a fine example of the federal policy of say one thing, do another. Just last month, Arne Duncan said
“Career colleges must be a stepping stone to the middle class. But too many hard-working students find themselves buried in debt with little to show for it. That is simply unacceptable.”
It's unacceptable. But not so unacceptable that we're going to do anything about it.
It's not complicated. If you want an example of for-profit colleges that bury hard-working least-able-to-afford it students under debt while giving them nothing to show for it, you could not find a clearer example than Corinthian. If the feds couldn't bring themselves to intervene on behalf of students in this situation, they never will. The US ED can talk all it wants, but its actions show the truth, and the truth is that predatory for-profit schools get no punishment and plenty of profitable help from Arne Duncan's department.
For-profit colleges are a great study in how a voucher system really works. The feds grant higher ed vouchers to a sector of potential students, and then various institutions compete to get those vouchers. Do they compete by being the most awesome providers of the most excellent education? Don't be ridiculous. Do Coke and Pepsi compete by trying to create the most excellent, healthful beverage, or by piling on the marketing and putting in just enough sugary sweetness to trigger the monkey pleasure centers in our brains?
So these for-profit colleges specialized in marketing techniques like Empty Promises and Lying About Previous Results.
And of course, there's one significant difference between this system of vouchers as compared to the usual-- these are vouchers that students have to pay back with interest (which turns out to be difficult when you've sunk all your money in an education that doesn't get you a good job).
Anyway, the full story is here. Short version: feds threatened to shut down predatory loan-sucking for-profit scam schools, but decided to bail them out instead. Kind of like finding people in a burning building and saying, "You guys just stay there inside. We're going to hire someone to paint the place."
Now we've arrived at Chapter 2. After bailing Corinthian out so that students could continue to stay warm and toasty inside the burning building, the feds are supporting a new deal. As reported in the Washington Post, a chunk of the chain has been bought up by----- a debt collection company!
“What we are seeing is an unprecedented attempt on the part of a regulator to prop up one of the very worst companies in the industry,” said Barmak Nassirian, director of federal relations and policy analysis for the American Association of State Colleges and Universities. “You could debate which is better — allowing a predatory operation to collapse, or keeping it on life support so that it could victimize more people. That is what the federal government has done.”
Nassirian is being generous-- I'm not sure exactly what the argument for allowing predatory operations to collapse, other than it would be disruptive for the students sooner than letting them finish school and then finding out that they've been had.
Educational Credit Management Corporation is the buyer, and if you've heard horror stories about students being relentlessly pursued to pay up school debts, these guys were probably the monster under those stairs. They've been spanked a few times for overzealous pursuit of the money. They might seem to be, to say the least, an odd choice to own and operate a for-profit college chain.
ECMC is an odd choice to run chunks of Corinthian only if you think the purpose of these schools is to provide an education. If you understand that the whole for-profit college biz exists only to move school loan money around so that outfits can make money from the process every time the dollars change hands. For-profits exists in order to convince students to go into debt; the school collects the principal, and the owners of the loans collect the interest, and the students collect the debt. It is a great model for privatizing profit while sloughing the risk and debt off on citizens. So ECMC, as a debt collector, is simply getting into some vertical integration, making money from the loans both coming and going (earlier this year they also acquired College Abacus "the kayak.com of college loans). They can hire somebody to maintain the illusion that there is an actual school at the center of this giant scam, and do it through their own Zenith Education Group subsidiary so that not a single delicious dollar leaks out of any of the seams.
How do federal authorities feel about these efforts to keep a shark in the educational waters? Are you kidding? They helped broker the deal. Because in all of this, it's far more important that the for-profits remain intact and viable than the futures of tens of thousands of students be safeguarded. This is as if Gerber laced a hundred thousand jars of baby food with arsenic and the fed's first priority was to make sure the company was okay while leaving the babies to just fend for themselves.
I'm sure that the obscene profits that the fed makes from student loans has nothing to do with this. It couldn't be that nobody called it a bad idea, because many, many people have spoken out at every step of this process. From the Huffington Post:
“While bailing out 56 schools, the sale treats the more than 30,000 students like financial assets,” said Maggie Thompson, manager of the Higher Ed, Not Debt campaign.
“If you’re supposedly a regulatory agency, and your mission is to protect students, why wouldn’t you want students to know that?” said Mark Huelsman, a senior policy analyst at policy organization Demos. The Education Department, in effect, allowed Corinthian to enroll as many students as it wanted, even as it teetered on insolvency -- ignoring the demands of a dozen Democratic senators.
From the Washington Post:
“Corinthian faced enrollment challenges and regulatory scrutiny common to other for-profits, but the thing that did them in at the end of the day was plain old mismanagement,” [Trace Urdan, a higher education analyst at Wells Fargo Securities] said. “They failed to cut costs like they needed to, operating under the assumption that next year would be better — and it never was.”
Rep. Steve Cohen (D-Tenn.) said he was “shocked” that the Education Department would support the deal and questioned whether keeping Corinthian open under any management was in the best interest of students or taxpayers.
“To prop up a school whose main purpose seems to be to get federal money is a misguided use of federal funds,” Cohen said. “When a school like [Corinthian] that has a checkered history is on the mat, throw in the towel. It’s over.”
But here's who liked it:
“We are glad that Corinthian has reached an agreement with ECMC Group and believe that this transition will allow students to maintain progress toward achieving their educational and career goals and protect taxpayers’ investment, while Corinthian moves out of the business,” Undersecretary of Education Ted Mitchell said in a statement.
The whole Corinthian mess is as clear an example as we've ever seen of the federal government putting corporate interests ahead of the interests of citizens. It's also a fine example of the federal policy of say one thing, do another. Just last month, Arne Duncan said
“Career colleges must be a stepping stone to the middle class. But too many hard-working students find themselves buried in debt with little to show for it. That is simply unacceptable.”
It's unacceptable. But not so unacceptable that we're going to do anything about it.
It's not complicated. If you want an example of for-profit colleges that bury hard-working least-able-to-afford it students under debt while giving them nothing to show for it, you could not find a clearer example than Corinthian. If the feds couldn't bring themselves to intervene on behalf of students in this situation, they never will. The US ED can talk all it wants, but its actions show the truth, and the truth is that predatory for-profit schools get no punishment and plenty of profitable help from Arne Duncan's department.
Friday, November 28, 2014
PA Axes Reading Specialist Programs
Turns out there is more than one way to reduce the job requirements for teaching.
Pennsylvania's Department of Education has apparently announced its intention to cut Reading Specialists off at the knees. In an email dated November 5, the department apparently indicated that they would add the Reading Specialist Certificate to the Added By Test list. In other words, it will no longer be necessary to go out and do a Master's Degree's worth of college coursework to become a reading specialist. Instead, aspiring reading specialists would just take a test.
The Keystone State Reading Association is not delighted. Neither are the colleges and universities that make money by training reading specialists. And neither should the rest of us be.
I find the whole concept a little bizarre. I've been an English teacher for 35-ish years and while I know a thing or two about reading, I wouldn't call myself a specialist.
If I wanted to be a specialist, I would take some classes because reading is a highly technical and complicated field, and I would benefit from taking courses with other practitioners as well as having structured opportunities to work on my technique with actual live human beings. I don't think my quest to be a highly competent reading specialist would be improved by the alternative of grabbing a Praxis-style cram book and then hoping to correctly answer a brace of questions on an adult-aimed standardized test.
Why allow for such an approach to the readings specialist certificate? Certainly not to make life easier for teachers-- here in PA teachers have to do a Master's Degree's worth of work to keep our teaching credentials (plus more hours every several years), so why not pick something directed and useful? Is it for students and their families? Are parents calling Harrisburg to complain that their child's reading specialist knows too much as is too well-trained for the job? I'm going to bet the answer is "none of the above."
So who benefits? Could it be perhaps anybody who wanted to operate a school but wanted to cut back on the costs of things like, say, reading specialists? Is this one more move intended to make charter staffing easier and cheaper? Granted, it's less destructive than the Ohio plan for just doing away with the requirement for specialists entirely, but it still does nothing to elevate the profession, the teaching of reading, or the quality of instruction here in the Keystone State.
The KSRA has a nifty link to letters that you can fill in and send to anybody in Harrisburg who might conceivably help. It's true that this is probably one of the major battle fronts in the struggle to preserve public education, but it is one more thing to chip chip chip away at the level of professionalism and expertise required to work with students. It's one more way to create a world in which anybody can stand in a classroom and be a content delivery specialist, at least for a year or two, as long as they've gotten some clearances and some paperwork done.
Why not demand that reading specialists be trained, and trained well, in their field? Passing some test is not enough. Harrisburg is wrong on this one. Reading specialist should mean more than "passed a special test."
Pennsylvania's Department of Education has apparently announced its intention to cut Reading Specialists off at the knees. In an email dated November 5, the department apparently indicated that they would add the Reading Specialist Certificate to the Added By Test list. In other words, it will no longer be necessary to go out and do a Master's Degree's worth of college coursework to become a reading specialist. Instead, aspiring reading specialists would just take a test.
The Keystone State Reading Association is not delighted. Neither are the colleges and universities that make money by training reading specialists. And neither should the rest of us be.
I find the whole concept a little bizarre. I've been an English teacher for 35-ish years and while I know a thing or two about reading, I wouldn't call myself a specialist.
If I wanted to be a specialist, I would take some classes because reading is a highly technical and complicated field, and I would benefit from taking courses with other practitioners as well as having structured opportunities to work on my technique with actual live human beings. I don't think my quest to be a highly competent reading specialist would be improved by the alternative of grabbing a Praxis-style cram book and then hoping to correctly answer a brace of questions on an adult-aimed standardized test.
Why allow for such an approach to the readings specialist certificate? Certainly not to make life easier for teachers-- here in PA teachers have to do a Master's Degree's worth of work to keep our teaching credentials (plus more hours every several years), so why not pick something directed and useful? Is it for students and their families? Are parents calling Harrisburg to complain that their child's reading specialist knows too much as is too well-trained for the job? I'm going to bet the answer is "none of the above."
So who benefits? Could it be perhaps anybody who wanted to operate a school but wanted to cut back on the costs of things like, say, reading specialists? Is this one more move intended to make charter staffing easier and cheaper? Granted, it's less destructive than the Ohio plan for just doing away with the requirement for specialists entirely, but it still does nothing to elevate the profession, the teaching of reading, or the quality of instruction here in the Keystone State.
The KSRA has a nifty link to letters that you can fill in and send to anybody in Harrisburg who might conceivably help. It's true that this is probably one of the major battle fronts in the struggle to preserve public education, but it is one more thing to chip chip chip away at the level of professionalism and expertise required to work with students. It's one more way to create a world in which anybody can stand in a classroom and be a content delivery specialist, at least for a year or two, as long as they've gotten some clearances and some paperwork done.
Why not demand that reading specialists be trained, and trained well, in their field? Passing some test is not enough. Harrisburg is wrong on this one. Reading specialist should mean more than "passed a special test."
5 Governors in Search of a Talking Point
On November 19, at the GOP Governor's Gathering, a panel of five Republican state leaders joined with moderation by Chuck Todd from "Meet the Press" (motto: Yes, We're Still On) to discuss many things, but they threw in a good twelve minutes about every Republican politicians favorite sticky point-- the Common Core. Each auditioned his own version of How To Deal With This Ugly Stepchild. Let's see how each one did!
Todd establishes his lack of fitness for the task right up by trying to set up the question with, first, a prologue that Governor Kasich is "pretty funny" about this (yes, my teacher friends in Ohio think he's frickin' HI-larious), and then says,
It does seem to me-- everybody agrees we need to have nationa--some form of standards, but now Common Core's a four letter word, instead of what it is.
Bobby Jindal immediately calls Todd on the "national standards" part of his intro. But it's not his turn yet, and Todd wants to move on. So let's listen to each of the governors and see which can generate the best CCSS talking points. We'll rate them in elephant tusks for their degree of likely usefulness for any Republican who wants to grapple with the Core. Note: I'm not rating them for fairness or accuracy, but for how useful they'd be for a GOP candidate, which in turn tells us how likely it is we'll have to hear them again over the next two years. Forewarned is forearmed.
John Kasich
Kasich sticks with the classics, complete with self-contradictions. His bottom line is that we need national-oops-some sort of standards that shouldn't be set by the federal government, but somehow standards that ensure that students all over the country are learning the same thing at the same time. His understanding is that the governors got together, called up the state superintendents and principals in their states to come over for pizza, they all had a slumber party and wrote the Common Core.
We're not doing well in the world. "If we're not careful, the googles and the paypals are going to be invented somewhere else!" Which begs the question of why they were invented here if we are in so much trouble, but okay. Also, the Germans landed a thingy on a comet (which will comes as news to the other members of the European Space Agency, but his point remains). Kasich as "like-- woah--why wasn't that here." It's an interesting criticism, given Kasich's unwillingness to fund NASA funding in Ohio.
Local control! Ohio is loaded with it. It's local districts with parental advisors who design curriculum! So, not Obamacore at all! He has looked at it carefully. Kasich's concern is with the PARCC test. Is it a good test. "We have" delayed the impact of the test, and I'm sure who "we" are because reportedly PARCC itself has delayed test results. "If it's a goofy test, we'll throw it out."
But he's for the idea that kids in many states must all reach a higher level of achievement, but if the federal government starts driving education policy out of DC, well, now, bub, that's an issue. How many states would spontaneously achieve the same level with students without the feds, or how Kasich could not have noticed federal intrusion in the last decade of ed policy is a mystery for the ages. As long as parents are involved, particularly in match and English (Kasich offhandedly notes that they aren't going to so social studies in a tone of voice that suggests well, that would be stupid), he thinks this is great.
So apparently Kasich is a dope. His talking points are old, worn, and require a serious disconnect with reality. One tusk.
Bobby Jindal
As one of the cutting edge CCSS turncoats, Jindal has his shtick down cold. He thought Comon Core sounded great when it looked like it was going to be what Kasich described (this is a GOP gathering, so he is not going to observe that Kasich must have his head under a rock somewhere next to his brains). But once that Arne Duncan and the federal department of education (his tone of voice makes those names sound like "that puss-sucking weasel and his weaselly friends") started making curriculum decisions, which Jindal correctly notes is what you're doing when you fund giant national high stakes tests.
Jindal namechecks NAEP and says we could always check ourselves against other states even before there was Common Core. Jindal's concern is that Common Core has become "something that it was never intended to be." 1) A one size fits all federal approach developed with no transparency and 2) the federal government is not allowed constitutionally to make curriculum decisions. This is an effective spin on the "Common Core was great till the feds hi-jacked it" talking point, which plays really well despite the fact that it's unvarnished baloney. If you think CCSS has not turned out exactly the way it was designed to, I would like to sell you some magic watermelon seeds which, I promise, will grow into a lasagna bush.
Jindal then plays the "look at these stupid Common Core homework assignments" game. Mind you, if other states or schools want to do these wacky things, that's fine. But when the feds use RttT bribery and NCLB waiver extortion to force states, funding the big tests, and violating the 10th amendment, Jindal is going to oppose the Common Core.
Jindal's weakest link requires arguing history to refute, and this is America, so nobody cares about history. His anti-federalism argument is a proven winner, even if he connects it to anecdotal homework baloney. Three tusks.
Momentary Sidetrack
Todd weirdly interjects himself here to say something about everybody being politics too sensitive arble garble but eventually we all have to agree and BOOM-- we're on to
Scott Walker
who leaps in to say, no, no we don't all have to agree. We were leaders in getting off the Common Core train. And Todd jumps in to, I don't know-- display his complete lack of journalistic knowledge or objectivity-- by asking something about how do you have high standards? and the governor starts rattling off stats about SAT scores and third grade reading and graduation rates all going up.
Walker's theory is that schools are not failing because of a lack of high standards, but because schools aren't held to the standards we have, and if you've been paying attention to Wisconsin and Walker, you already know what the real problem is going to turn out to be-- those damn unions. Walker says that test scores have gone up in Wisconsin because they "unleashed that burden" on schools. "We didn't just go after collective bargaining to deal with pensions and health care," he says, and now local school boards totally run the schools. The biggest problem in urban school systems around the country is that the schools are filled with rotten teachers just taking it easy with their big tenure protections.
But in Wisconsin (new motto: A Great State To Live If You're Not a Serf), they're free to hire and fire at will, to pay for whatever merit they imagine is meritorious. Walker concludes that "that"-- the ability to completely rule your teaching staff, crush unions, hire and fire at will-- "is what we need more than a national standard."
Here's the thing about Walker. I know that he is absolutely full of shit. I know that we have numbers out the wazoo making it clear that student achievement goes hand in hand with strong job protections, and that the system he describes is guaranteed to hurt teaching and therefor hurt schools (just click on the "tenure" tab at the top of this page). But when I see him talk, I can see how he survives political challenges. He sells it, and sells it hard. Jindal sounds like a college professor. Kasich sounds like an Ohio-style Cliff Claven who has been at the bar too long. But Walker sounds like a governor; I can see how this baloney would play well for certain low-information audiences. My heart goes out to everyone trying to make a teaching career in Wisconsin. Two tusks.
Mike Pence
Todd observes that NCLB has to be re-authorized at some point, and the he asks Pence what Pence wants from the feds re: education.
Pence reminisces about being a first term opposing NCLB, and then hits his point-- "Resources, not red tape." He elaborates-- just send us bales of money and let us spend it however we wish.
He tells the stirring tale of how Indiana withdrew from CCSS and PARCC and how they undertook the "arduous task" or making some minor changes to CCSS so that they escape the political fall-out of an unpopular program without actually changing the program. Ha ha, just kidding. He talks about creating whole new Indiana standards.
But it's "who decides" that's important. The government that governs least governs best, partuicularly if it sends bales of money for local people to divide up in profitable ways. Ha. Kidding again. Pence is buttoned up and tightly controlled on his talking point (he is literally the most carefully dressed person on the podium-- everyone else is dressed to hang out and he is ready to speak at a church, probably Episcopalian). He brags about having the soon-to-be-largest voucher program in the country, with test scores, reading, and graduation rates up. I'm just going to recommend Doug Martin's Hoosier School Heist as a good one stop shop for how Indiana has perfected education as a path to illegitimate riches. And Pence finishes with, "Just send money; don't ask us what we did with it." Ha, no. It's "resources, not red tape" again.
And if Walker sounds like a governor, Pence sounds like a governor's chief accountant. Two tusks.
Rick Perry
I have to admit. I kind of like post-failed-Presidential-candidacy Rick Perry. He has this relaxed, screw-it-I've-got-nothing-riding-on-anything quality that I find, if not charming, at least a breezier kind of bullshit. Let's see how he does with his turn.
Todd opens again with "What do you want out of the new NCLB?" And Perry, who is tie-less, legs crossed (manly style) with his hands clasped around his knee, says we are on a return to federalism "like you've never seen it in this country before," in a earnest southern Fred Rogers tone. He says the solutions are in the states, not DC, and he sees no reason to re-authorize No Child Left Behind at all. See? Isn't this guy fun?
Texas blew off the Core and RttT because they believe that education decisions are best made, not by bureaucrats in the federal capital, but by bureaucrats in state capitals. The idea that Washington knows best in many different areas (name checking healthcare) is dopey. Tosses in Brandeis states as laboratories of democracy quote. "If you want to put programs in place, put them in place at the state level, and if they foul them up, they've only fouled up their state and not the entire country." And that is the one line that draws applause in the entire panel discussion, which is good because the applause covers the tortured extra clause that Perry tries to tack onto the end of the sentence. Seems to be the Rick Perry way-- good routine, but failure to stick the landing. Three tusks.
Bonus Round- John Kasich
After listening to four grown up governors indirectly suggest he's an idiot, Kasich can hold his water no longer, and jumps back in on the tail of Perry's applause.
He's really kind of worked up. "Dammit guys, but I know I was told that governors got together [he and Todd co-screw up the detail that it was all 45 CCSS governors who met] because they were worried that we were falling behind! That's what I was told, and dammit, Virginia, I believe it." He rants on, grasping at his own fingertips-- "In my state we've got choice and teacher..um...er... you know..evaluation [I would love to know what words he considered and rejected there] and third grade reading--" and he's looking at the other governors as if to say, "Hey, I did all that shit too, man!"
In his state-- he doesn't know, maybe it was different in these other states-- but in his state it's all local control. Local school board set control. If other things are happening, boy, dude, let him know because he hasn't seen anything like that. Kasich is really upset, like he's never heard of this stuff before! He is really, really flabbergasted by this federal control complaint, so flabbergasted that he's about to say something extraordinary. If anyone has any information about anybody out there who knows something about somebody setting curriculum, please let him know because-
I don't have any complaints from anybody in my state that they're not able to set their own curriculum to meet higher standards.
He's really upset, like he found out all the other governors went out and played pickup basketball last night when they told him they were just turning in early. "Maybe I didn't get the message from the forty-five governors," he says, and goes on to say that there was no Arne Duncan involved in writing these standards, no federal government involvement and you just want to pat him and say, "Oh, honey." There's some noise about PARCC and something else about how SAT and ACT are national tests already, you know. But this was governors writing this and that's what I thought we wanted, "but I'm going to look at what these guys say and mumble mumble sit back in confusion." Good God, man-- even Jeb Bush has a better handle on his love for the Core than Ohio's blustering man-child of a governor.
So there's your challenge, Ohio residents. Everyone else on stage may have been full of it, but at least they knew what they were talking (or being less than truthful) about. Your governor doesn't seem to understand how testing drives curriculum, and or where Common Core came from. Please go educate this guy before he blows a gasket. And while you're at it, empty Lake Erie with a spoon, blindfolded. Because, yes, it appears that Kasich has never listened to anybody on any side of this issue ever. He's clearly just not ready for a seat at the grownup table. Also, I'm downgrading him a half a tusk.
Todd establishes his lack of fitness for the task right up by trying to set up the question with, first, a prologue that Governor Kasich is "pretty funny" about this (yes, my teacher friends in Ohio think he's frickin' HI-larious), and then says,
It does seem to me-- everybody agrees we need to have nationa--some form of standards, but now Common Core's a four letter word, instead of what it is.
Bobby Jindal immediately calls Todd on the "national standards" part of his intro. But it's not his turn yet, and Todd wants to move on. So let's listen to each of the governors and see which can generate the best CCSS talking points. We'll rate them in elephant tusks for their degree of likely usefulness for any Republican who wants to grapple with the Core. Note: I'm not rating them for fairness or accuracy, but for how useful they'd be for a GOP candidate, which in turn tells us how likely it is we'll have to hear them again over the next two years. Forewarned is forearmed.
John Kasich
Kasich sticks with the classics, complete with self-contradictions. His bottom line is that we need national-oops-some sort of standards that shouldn't be set by the federal government, but somehow standards that ensure that students all over the country are learning the same thing at the same time. His understanding is that the governors got together, called up the state superintendents and principals in their states to come over for pizza, they all had a slumber party and wrote the Common Core.
We're not doing well in the world. "If we're not careful, the googles and the paypals are going to be invented somewhere else!" Which begs the question of why they were invented here if we are in so much trouble, but okay. Also, the Germans landed a thingy on a comet (which will comes as news to the other members of the European Space Agency, but his point remains). Kasich as "like-- woah--why wasn't that here." It's an interesting criticism, given Kasich's unwillingness to fund NASA funding in Ohio.
Local control! Ohio is loaded with it. It's local districts with parental advisors who design curriculum! So, not Obamacore at all! He has looked at it carefully. Kasich's concern is with the PARCC test. Is it a good test. "We have" delayed the impact of the test, and I'm sure who "we" are because reportedly PARCC itself has delayed test results. "If it's a goofy test, we'll throw it out."
But he's for the idea that kids in many states must all reach a higher level of achievement, but if the federal government starts driving education policy out of DC, well, now, bub, that's an issue. How many states would spontaneously achieve the same level with students without the feds, or how Kasich could not have noticed federal intrusion in the last decade of ed policy is a mystery for the ages. As long as parents are involved, particularly in match and English (Kasich offhandedly notes that they aren't going to so social studies in a tone of voice that suggests well, that would be stupid), he thinks this is great.
So apparently Kasich is a dope. His talking points are old, worn, and require a serious disconnect with reality. One tusk.
Bobby Jindal
As one of the cutting edge CCSS turncoats, Jindal has his shtick down cold. He thought Comon Core sounded great when it looked like it was going to be what Kasich described (this is a GOP gathering, so he is not going to observe that Kasich must have his head under a rock somewhere next to his brains). But once that Arne Duncan and the federal department of education (his tone of voice makes those names sound like "that puss-sucking weasel and his weaselly friends") started making curriculum decisions, which Jindal correctly notes is what you're doing when you fund giant national high stakes tests.
Jindal namechecks NAEP and says we could always check ourselves against other states even before there was Common Core. Jindal's concern is that Common Core has become "something that it was never intended to be." 1) A one size fits all federal approach developed with no transparency and 2) the federal government is not allowed constitutionally to make curriculum decisions. This is an effective spin on the "Common Core was great till the feds hi-jacked it" talking point, which plays really well despite the fact that it's unvarnished baloney. If you think CCSS has not turned out exactly the way it was designed to, I would like to sell you some magic watermelon seeds which, I promise, will grow into a lasagna bush.
Jindal then plays the "look at these stupid Common Core homework assignments" game. Mind you, if other states or schools want to do these wacky things, that's fine. But when the feds use RttT bribery and NCLB waiver extortion to force states, funding the big tests, and violating the 10th amendment, Jindal is going to oppose the Common Core.
Jindal's weakest link requires arguing history to refute, and this is America, so nobody cares about history. His anti-federalism argument is a proven winner, even if he connects it to anecdotal homework baloney. Three tusks.
Momentary Sidetrack
Todd weirdly interjects himself here to say something about everybody being politics too sensitive arble garble but eventually we all have to agree and BOOM-- we're on to
Scott Walker
who leaps in to say, no, no we don't all have to agree. We were leaders in getting off the Common Core train. And Todd jumps in to, I don't know-- display his complete lack of journalistic knowledge or objectivity-- by asking something about how do you have high standards? and the governor starts rattling off stats about SAT scores and third grade reading and graduation rates all going up.
Walker's theory is that schools are not failing because of a lack of high standards, but because schools aren't held to the standards we have, and if you've been paying attention to Wisconsin and Walker, you already know what the real problem is going to turn out to be-- those damn unions. Walker says that test scores have gone up in Wisconsin because they "unleashed that burden" on schools. "We didn't just go after collective bargaining to deal with pensions and health care," he says, and now local school boards totally run the schools. The biggest problem in urban school systems around the country is that the schools are filled with rotten teachers just taking it easy with their big tenure protections.
But in Wisconsin (new motto: A Great State To Live If You're Not a Serf), they're free to hire and fire at will, to pay for whatever merit they imagine is meritorious. Walker concludes that "that"-- the ability to completely rule your teaching staff, crush unions, hire and fire at will-- "is what we need more than a national standard."
Here's the thing about Walker. I know that he is absolutely full of shit. I know that we have numbers out the wazoo making it clear that student achievement goes hand in hand with strong job protections, and that the system he describes is guaranteed to hurt teaching and therefor hurt schools (just click on the "tenure" tab at the top of this page). But when I see him talk, I can see how he survives political challenges. He sells it, and sells it hard. Jindal sounds like a college professor. Kasich sounds like an Ohio-style Cliff Claven who has been at the bar too long. But Walker sounds like a governor; I can see how this baloney would play well for certain low-information audiences. My heart goes out to everyone trying to make a teaching career in Wisconsin. Two tusks.
Mike Pence
Todd observes that NCLB has to be re-authorized at some point, and the he asks Pence what Pence wants from the feds re: education.
Pence reminisces about being a first term opposing NCLB, and then hits his point-- "Resources, not red tape." He elaborates-- just send us bales of money and let us spend it however we wish.
He tells the stirring tale of how Indiana withdrew from CCSS and PARCC and how they undertook the "arduous task" or making some minor changes to CCSS so that they escape the political fall-out of an unpopular program without actually changing the program. Ha ha, just kidding. He talks about creating whole new Indiana standards.
But it's "who decides" that's important. The government that governs least governs best, partuicularly if it sends bales of money for local people to divide up in profitable ways. Ha. Kidding again. Pence is buttoned up and tightly controlled on his talking point (he is literally the most carefully dressed person on the podium-- everyone else is dressed to hang out and he is ready to speak at a church, probably Episcopalian). He brags about having the soon-to-be-largest voucher program in the country, with test scores, reading, and graduation rates up. I'm just going to recommend Doug Martin's Hoosier School Heist as a good one stop shop for how Indiana has perfected education as a path to illegitimate riches. And Pence finishes with, "Just send money; don't ask us what we did with it." Ha, no. It's "resources, not red tape" again.
And if Walker sounds like a governor, Pence sounds like a governor's chief accountant. Two tusks.
Rick Perry
I have to admit. I kind of like post-failed-Presidential-candidacy Rick Perry. He has this relaxed, screw-it-I've-got-nothing-riding-on-anything quality that I find, if not charming, at least a breezier kind of bullshit. Let's see how he does with his turn.
Todd opens again with "What do you want out of the new NCLB?" And Perry, who is tie-less, legs crossed (manly style) with his hands clasped around his knee, says we are on a return to federalism "like you've never seen it in this country before," in a earnest southern Fred Rogers tone. He says the solutions are in the states, not DC, and he sees no reason to re-authorize No Child Left Behind at all. See? Isn't this guy fun?
Texas blew off the Core and RttT because they believe that education decisions are best made, not by bureaucrats in the federal capital, but by bureaucrats in state capitals. The idea that Washington knows best in many different areas (name checking healthcare) is dopey. Tosses in Brandeis states as laboratories of democracy quote. "If you want to put programs in place, put them in place at the state level, and if they foul them up, they've only fouled up their state and not the entire country." And that is the one line that draws applause in the entire panel discussion, which is good because the applause covers the tortured extra clause that Perry tries to tack onto the end of the sentence. Seems to be the Rick Perry way-- good routine, but failure to stick the landing. Three tusks.
Bonus Round- John Kasich
After listening to four grown up governors indirectly suggest he's an idiot, Kasich can hold his water no longer, and jumps back in on the tail of Perry's applause.
He's really kind of worked up. "Dammit guys, but I know I was told that governors got together [he and Todd co-screw up the detail that it was all 45 CCSS governors who met] because they were worried that we were falling behind! That's what I was told, and dammit, Virginia, I believe it." He rants on, grasping at his own fingertips-- "In my state we've got choice and teacher..um...er... you know..evaluation [I would love to know what words he considered and rejected there] and third grade reading--" and he's looking at the other governors as if to say, "Hey, I did all that shit too, man!"
In his state-- he doesn't know, maybe it was different in these other states-- but in his state it's all local control. Local school board set control. If other things are happening, boy, dude, let him know because he hasn't seen anything like that. Kasich is really upset, like he's never heard of this stuff before! He is really, really flabbergasted by this federal control complaint, so flabbergasted that he's about to say something extraordinary. If anyone has any information about anybody out there who knows something about somebody setting curriculum, please let him know because-
I don't have any complaints from anybody in my state that they're not able to set their own curriculum to meet higher standards.
He's really upset, like he found out all the other governors went out and played pickup basketball last night when they told him they were just turning in early. "Maybe I didn't get the message from the forty-five governors," he says, and goes on to say that there was no Arne Duncan involved in writing these standards, no federal government involvement and you just want to pat him and say, "Oh, honey." There's some noise about PARCC and something else about how SAT and ACT are national tests already, you know. But this was governors writing this and that's what I thought we wanted, "but I'm going to look at what these guys say and mumble mumble sit back in confusion." Good God, man-- even Jeb Bush has a better handle on his love for the Core than Ohio's blustering man-child of a governor.
So there's your challenge, Ohio residents. Everyone else on stage may have been full of it, but at least they knew what they were talking (or being less than truthful) about. Your governor doesn't seem to understand how testing drives curriculum, and or where Common Core came from. Please go educate this guy before he blows a gasket. And while you're at it, empty Lake Erie with a spoon, blindfolded. Because, yes, it appears that Kasich has never listened to anybody on any side of this issue ever. He's clearly just not ready for a seat at the grownup table. Also, I'm downgrading him a half a tusk.
People of the Paperwork; Final Lessons of Rochester
It looks as if, at least for the time being, the saga of Ted Morris, Jr., the 22-year-old wunderkind and his charter school in Rochester seems to have reached, if not an end, at least an intermission, but there's still one big lesson to be learned.
Small Lessons and Predictions
There are also several smaller lessons, such "The internet is a thing that many people have." After Morris hit the news, a handful of bloggers used the magic of the internet to check his story, and once the reporter on the ground in Rochester started digging, everything fell apart. The Democrat and Chronicle was unimpressed enough to also give Morris an editorial spanking. Apparently Morris figured he could just say stuff and nobody would ever notice if much of the stuff was just a flat-out pile of lies.
It remains to see what the sequel to this tale might be. Morris's replacement is Peter Kozik, a college professor (who appears to have actual credentials) at Keuka College (previously at Syracuse) who has done some work for EngageNY in the business of packaging CCSS for students with special needs. In Syracuse he presented on the subject of Pre-K expansion. And he once published a poem entitled "Matryrdon Is For The Young." And he still intends to open the school in the fall.
There are two likely theories about what really comes next. Some folks are guessing that this is simply a strategic retreat and that Morris will quietly re-emerge to continue running his pet project charter. That's certainly highly likely, but for myself, I see one other possibility. I've known a young con man or two, and they tend to follow a pattern. At first their new friends find them charming, with a confidence that suggests they really know what they're doing. And then reality intrudes, the vision unravels, and the new friends back (or run) away (or to a lawyer). One detail in Morris's story sticks out for me-- even though he's supposedly been a fixture in Rochester his entire life, working in leadership roles since the age of 10, his board of trustees for the charter are new friends, people he dug up, literally, on the internet. Where are the people who have known him his whole life? Why are they not clamoring to help him out? It's possible that his retreat is a dodge, but I think it's also possible that his new friends are just now realizing that they've been had by a confident young scam artist from whom they will now try to detach themselves with the haste.
Bigger Lesson
There's a more important lesson to be learned about the reformsters, and it appears in this D&C follow-up story (reporter Justin Murphy has been working his ass off on this thing) in which he tried to see if he could find somebody on the NY state level who would take responsibility for handing this young liar a school charter (spoiler alert: no). Here's Meryl Tisch on the subject:
"When it comes to the board, it comes with an endorsement from (NYSED) and the local regents," she said. "What we hear is whether ... they've put together a sound application. There's a lot of work that goes on behind the scenes, and I think people in (NYSED) need to address that with you."
Or this quote from the Rochester-based regents
"We rely on a considerable amount of data and information provided by applicants, along with conducting many in-person interviews before reaching a decision. If it were to turn out that we were deliberately provided misleading information by an applicant, that would of course call for further review of the issuance of the charter."
NYSED doesn't appear to have commented yet (blizzard + holiday = nobody in office). But the regents' defense is simple-- his paperwork looked fine.
Here's one of the core beliefs of reformsters-- it's all in the paperwork. The paperwork is king. The paperwork is god. In New York, we'll give you paperwork from EngageNY to make sure you do the right thing, and we'll make you submit paperwork in the form of tests to prove you've done what you're supposed to.
People who believe in the Great God Paperwork always make the same mistake-- believing that the paperwork is a true and faithful representation of reality. The paperwork is always reliable, and surely everybody everyone else takes the paperwork just as seriously as the Acolytes of Paperwork do. This is the great frustration of trying to earn almost any grant. Grants are not awarded for some need or merit in the actual world; grants are awarded for doing the best job of filling out the grant application form.
Business, government, even churches are laced with these People of the Paperwork, who believe that reality can only be seen and understood through paperwork, and not through looking at it directly. The People of the Paperwork love CCSS, and especially love high stakes testing, because it generates paperwork, and when we look at paperwork, golly bob howdy, then and only then do we see reality.
And that's why the People of the Paperwork are the easiest people in the world to lie to-- because they never lift their heads out of the paperwork to ask if the beloved charts and graphs and forms and charter school applications actually represent reality.
When the People of the Paperwork get their mitts into education reform, people in schools understand that our job is no longer to actually educate students-- it's to make sure that the paperwork looks good. Ted Morris may not know a damn thing about school (really-- not even how to graduate from it), but he clearly understood one thing-- if the paperwork is right, the bureaucrats in charge will go for it.
When Tisch says that she sees no reason that Morris's charter can't open right on schedule, she's behaving as a true Paperwork Acolyte. After all, Morris himself may turn out to be a fake and a fraud, but his school's paperwork still all looks good. What else matters?
Small Lessons and Predictions
There are also several smaller lessons, such "The internet is a thing that many people have." After Morris hit the news, a handful of bloggers used the magic of the internet to check his story, and once the reporter on the ground in Rochester started digging, everything fell apart. The Democrat and Chronicle was unimpressed enough to also give Morris an editorial spanking. Apparently Morris figured he could just say stuff and nobody would ever notice if much of the stuff was just a flat-out pile of lies.
It remains to see what the sequel to this tale might be. Morris's replacement is Peter Kozik, a college professor (who appears to have actual credentials) at Keuka College (previously at Syracuse) who has done some work for EngageNY in the business of packaging CCSS for students with special needs. In Syracuse he presented on the subject of Pre-K expansion. And he once published a poem entitled "Matryrdon Is For The Young." And he still intends to open the school in the fall.
There are two likely theories about what really comes next. Some folks are guessing that this is simply a strategic retreat and that Morris will quietly re-emerge to continue running his pet project charter. That's certainly highly likely, but for myself, I see one other possibility. I've known a young con man or two, and they tend to follow a pattern. At first their new friends find them charming, with a confidence that suggests they really know what they're doing. And then reality intrudes, the vision unravels, and the new friends back (or run) away (or to a lawyer). One detail in Morris's story sticks out for me-- even though he's supposedly been a fixture in Rochester his entire life, working in leadership roles since the age of 10, his board of trustees for the charter are new friends, people he dug up, literally, on the internet. Where are the people who have known him his whole life? Why are they not clamoring to help him out? It's possible that his retreat is a dodge, but I think it's also possible that his new friends are just now realizing that they've been had by a confident young scam artist from whom they will now try to detach themselves with the haste.
Bigger Lesson
There's a more important lesson to be learned about the reformsters, and it appears in this D&C follow-up story (reporter Justin Murphy has been working his ass off on this thing) in which he tried to see if he could find somebody on the NY state level who would take responsibility for handing this young liar a school charter (spoiler alert: no). Here's Meryl Tisch on the subject:
"When it comes to the board, it comes with an endorsement from (NYSED) and the local regents," she said. "What we hear is whether ... they've put together a sound application. There's a lot of work that goes on behind the scenes, and I think people in (NYSED) need to address that with you."
Or this quote from the Rochester-based regents
"We rely on a considerable amount of data and information provided by applicants, along with conducting many in-person interviews before reaching a decision. If it were to turn out that we were deliberately provided misleading information by an applicant, that would of course call for further review of the issuance of the charter."
NYSED doesn't appear to have commented yet (blizzard + holiday = nobody in office). But the regents' defense is simple-- his paperwork looked fine.
Here's one of the core beliefs of reformsters-- it's all in the paperwork. The paperwork is king. The paperwork is god. In New York, we'll give you paperwork from EngageNY to make sure you do the right thing, and we'll make you submit paperwork in the form of tests to prove you've done what you're supposed to.
People who believe in the Great God Paperwork always make the same mistake-- believing that the paperwork is a true and faithful representation of reality. The paperwork is always reliable, and surely everybody everyone else takes the paperwork just as seriously as the Acolytes of Paperwork do. This is the great frustration of trying to earn almost any grant. Grants are not awarded for some need or merit in the actual world; grants are awarded for doing the best job of filling out the grant application form.
Business, government, even churches are laced with these People of the Paperwork, who believe that reality can only be seen and understood through paperwork, and not through looking at it directly. The People of the Paperwork love CCSS, and especially love high stakes testing, because it generates paperwork, and when we look at paperwork, golly bob howdy, then and only then do we see reality.
And that's why the People of the Paperwork are the easiest people in the world to lie to-- because they never lift their heads out of the paperwork to ask if the beloved charts and graphs and forms and charter school applications actually represent reality.
When the People of the Paperwork get their mitts into education reform, people in schools understand that our job is no longer to actually educate students-- it's to make sure that the paperwork looks good. Ted Morris may not know a damn thing about school (really-- not even how to graduate from it), but he clearly understood one thing-- if the paperwork is right, the bureaucrats in charge will go for it.
When Tisch says that she sees no reason that Morris's charter can't open right on schedule, she's behaving as a true Paperwork Acolyte. After all, Morris himself may turn out to be a fake and a fraud, but his school's paperwork still all looks good. What else matters?
Thursday, November 27, 2014
Enjoy the Day
Thanksgiving is a quintessential American holiday, a combination of hucksterism and self-promotion, built on a foundation of tissue-thin fabrication used to paper over some dark misbehavior, soaked in a heady stew of consumerism. But this is America, and we can ignore whatever we want to ignore.
Holidays, particularly non-religious ones, highlight how we can absolutely make something out of nothing. That's not a complaint. I'm just struck by how we create castles out of air and move ourselves deeply by doing it.
I love parades. I've been marching in parades in the front row of a marching band for [counts on fingers-- holy crap] about 45 years. And a parade is very cool and yet, what is it, really? You line up some people and put them in costumes and stick some pieces of paper and plastic together in visually pleasing ways and then you walk down the street past a bunch of other people. The unique oddness of it is highlighted by the fact that television networks cannot cover parades well to save their lives-- watching a parade on tv is like watching a parade with the dumbest, most won't-shut-up distant relative you have. There's something moving and exciting about a parade, even if television doesn't know how to capture it.
And this afternoon, grown men will put on matching clothes with extra pieces of equipment and they will chase a carefully shaped bag of air up and down a field of manufactured green imitation-of-grass, and people will find that exciting, too. Tomorrow evening that same band I play in will have a concert, for which a big bunch of us will sit down and blow air through different configurations of shaped tubing to make sounds that create emotion and sensation in both us and in the audience. How does that even work? To me, it's nothing short of miraculous.
Human beings are such complicated, mysterious creatures, hell-bent on creating something out of nothing, striving endlessly to find a way to make our feelings and thoughts manifest in the world in some way that makes it possible for others to hear and see and understand us. And all of it is manufactured, created, invented, built out of nothing, and it requires a lifetime of learning to understand just to keep the lines open between ourselves and everybody else.
And so, schools.
I am thankful that I was born to teach, and that I continue to have the privilege and opportunity to do so. I am thankful that I have the privilege and opportunity to write and be read by others. I am thankful that my school still allows me to help students find a way to be more human, more themselves, more aware of how they can be in the world.
I am standing in a great spot. I am mindful of my responsibility to bring the best I can to that spot, but I am also mindful that much of what I can accomplish is about the spot where I stand, and not that I'm the one standing there. I am a fortunate and blessed person, and I'll spend the day remembering that and being amazed. I hope you have a good day, too.
Holidays, particularly non-religious ones, highlight how we can absolutely make something out of nothing. That's not a complaint. I'm just struck by how we create castles out of air and move ourselves deeply by doing it.
I love parades. I've been marching in parades in the front row of a marching band for [counts on fingers-- holy crap] about 45 years. And a parade is very cool and yet, what is it, really? You line up some people and put them in costumes and stick some pieces of paper and plastic together in visually pleasing ways and then you walk down the street past a bunch of other people. The unique oddness of it is highlighted by the fact that television networks cannot cover parades well to save their lives-- watching a parade on tv is like watching a parade with the dumbest, most won't-shut-up distant relative you have. There's something moving and exciting about a parade, even if television doesn't know how to capture it.
And this afternoon, grown men will put on matching clothes with extra pieces of equipment and they will chase a carefully shaped bag of air up and down a field of manufactured green imitation-of-grass, and people will find that exciting, too. Tomorrow evening that same band I play in will have a concert, for which a big bunch of us will sit down and blow air through different configurations of shaped tubing to make sounds that create emotion and sensation in both us and in the audience. How does that even work? To me, it's nothing short of miraculous.
Human beings are such complicated, mysterious creatures, hell-bent on creating something out of nothing, striving endlessly to find a way to make our feelings and thoughts manifest in the world in some way that makes it possible for others to hear and see and understand us. And all of it is manufactured, created, invented, built out of nothing, and it requires a lifetime of learning to understand just to keep the lines open between ourselves and everybody else.
And so, schools.
I am thankful that I was born to teach, and that I continue to have the privilege and opportunity to do so. I am thankful that I have the privilege and opportunity to write and be read by others. I am thankful that my school still allows me to help students find a way to be more human, more themselves, more aware of how they can be in the world.
I am standing in a great spot. I am mindful of my responsibility to bring the best I can to that spot, but I am also mindful that much of what I can accomplish is about the spot where I stand, and not that I'm the one standing there. I am a fortunate and blessed person, and I'll spend the day remembering that and being amazed. I hope you have a good day, too.
Wednesday, November 26, 2014
Access Costs $500 Cheap!
Teach Plus, yet another arm of the Gates-funded reformy octopus, is a fan of several fictions. They believe that test scores measure teacher effectiveness, yet they fail to understand how that model of evaluation guarantees that students in high-poverty schools will always be taught be "ineffective" teachers (I explain it many places, but this one works pretty well).
Teach Plus also wants to be out there helping the feds with their initiative to somehow get great teachers to volunteer to have their test-based ratings gutted by moving to high-poverty schools. They are creating special teams of "turnaround" specialists (because some schools are just determined to drive the bus into the weeds, so they require wiser teachers to re-steer them? The term "turnaround" always puzzles me, suggesting as it does that some schools are actually doing every single thing wrong, which in turn suggests that some administrators must be stunningly incompetent, in which case how will it make a whit of difference to change the teachers?) Teach Plus is also one of many reformster groups to resolutely ignore that special cognitive dissonance involved in saying 1) teachers don't really start to get good till three years in and 2) TFA is just swell.
At any rate, as we enter the holiday season, Teach Plus wants your money.
Your donation will support our leadership programs, helping to ensure that every student gets the education he deserves.
Super! Like any good money-soliciting not-actually-a-charity, they offer levels of giving. $5K helps support one of their turnaround specialists. $2.5K sponsors a teaching fellow for 18 months of stuff. $1.5K helps train a teacher to indoctrinate his fellow teachers in Common Core whiz-bangery. And $500-- well, this is special.
$500 enables a teacher to meet with state or federal policymakers.
What? That's it. Access is that cheap? All of the millions of teachers who have been ignored by policymakers, and all we need was $500 for admission to an Important Office.
Now, at first I was offended that I needed to spend money to meet with one of my elected representatives, but then I realized that's not what it says. Policymakers are not necessarily actual elected officials. So maybe, I don't know, the money gets me a seat in the gallery at the next ALEC convocation? A meeting with David Coleman? Or maybe it really will give some lucky teacher a chance to meet with an actual elected official, which would be exciting since those are two sorts of people who almost never meet. The possibilities are endless.
Now, I caution against premature exuberance. It's possible that Teach Plus got some sort of deal by buying bulk, and $500 will not get access for ordinary civilian teacher persons. But if $500 is even ballpark, we could finally get teachers in some meetings with people who, you know, actually get listened to when laws are passed.
Let's all ask Teach Plus how this works. Is the admission fee handled by the policymaker's office, or is this something you buy at, like, Ticketron or Expedia? Do we have to book way in advance (like Price Is Right) or can we make an impulse buy when we have a chance to take a trip?
I realize it isn't a Seat at the Table, but we already know it takes a cool millions of dollars to buy in at that game. But still. Meeting with a policymaker-- it could be a start. My biggest question is this-- $500 is great to meet with a policymaker, but how much more do I have to pay to get him to actually listen to me?
Teach Plus also wants to be out there helping the feds with their initiative to somehow get great teachers to volunteer to have their test-based ratings gutted by moving to high-poverty schools. They are creating special teams of "turnaround" specialists (because some schools are just determined to drive the bus into the weeds, so they require wiser teachers to re-steer them? The term "turnaround" always puzzles me, suggesting as it does that some schools are actually doing every single thing wrong, which in turn suggests that some administrators must be stunningly incompetent, in which case how will it make a whit of difference to change the teachers?) Teach Plus is also one of many reformster groups to resolutely ignore that special cognitive dissonance involved in saying 1) teachers don't really start to get good till three years in and 2) TFA is just swell.
At any rate, as we enter the holiday season, Teach Plus wants your money.
Your donation will support our leadership programs, helping to ensure that every student gets the education he deserves.
Super! Like any good money-soliciting not-actually-a-charity, they offer levels of giving. $5K helps support one of their turnaround specialists. $2.5K sponsors a teaching fellow for 18 months of stuff. $1.5K helps train a teacher to indoctrinate his fellow teachers in Common Core whiz-bangery. And $500-- well, this is special.
$500 enables a teacher to meet with state or federal policymakers.
What? That's it. Access is that cheap? All of the millions of teachers who have been ignored by policymakers, and all we need was $500 for admission to an Important Office.
Now, at first I was offended that I needed to spend money to meet with one of my elected representatives, but then I realized that's not what it says. Policymakers are not necessarily actual elected officials. So maybe, I don't know, the money gets me a seat in the gallery at the next ALEC convocation? A meeting with David Coleman? Or maybe it really will give some lucky teacher a chance to meet with an actual elected official, which would be exciting since those are two sorts of people who almost never meet. The possibilities are endless.
Now, I caution against premature exuberance. It's possible that Teach Plus got some sort of deal by buying bulk, and $500 will not get access for ordinary civilian teacher persons. But if $500 is even ballpark, we could finally get teachers in some meetings with people who, you know, actually get listened to when laws are passed.
Let's all ask Teach Plus how this works. Is the admission fee handled by the policymaker's office, or is this something you buy at, like, Ticketron or Expedia? Do we have to book way in advance (like Price Is Right) or can we make an impulse buy when we have a chance to take a trip?
I realize it isn't a Seat at the Table, but we already know it takes a cool millions of dollars to buy in at that game. But still. Meeting with a policymaker-- it could be a start. My biggest question is this-- $500 is great to meet with a policymaker, but how much more do I have to pay to get him to actually listen to me?
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