Today, while Acting Pretend Secretary of Education John King is being interviewed in DC for the job he already has, across the country lawyers will be teeing up in an LA appeals court over the attempt to roll back one of the most bogus court decisions in education.
Hard to believe that Vergara vs. California is a few years old at this point. The case was originally filed in 2012 and decided in 2014. Launched by Students Matter, a reformster group created and run by David Welch, a rich guy who thinks that CEO-style school leaders shouldn't have to deal with any union-created restrictions on their executive freedom. Welch rounded up nine show-pony defendants, a large pile of money, and went to work overturning tenure and LIFO rules.
Education Post is celebrating the occasion by running a piece by one of the "plaintiffs" (the use of recruited sock puppet plaintiffs by well-financed legal activists is not restricted to any side of any issue, but it remains an odious practice, both in the fake cases that it generates and in its callous use of live human beings as prop for high-priced lawyerly plays) to talk about why he wanted the case to happen.
What I wanted when I first stepped foot in the courtroom two years ago—and still want today—is to see that vision of an awesome teacher in every classroom in California’s public schools become a reality. I want all California kids, regardless of where they live, how much money their parents make, or the color of their skin, to have the quality education they deserve.
The writer also talks about how great teachers have been a great and positive influence, noting that "these are the teachers who inspired the Vergara lawsuit in the first place."
That's a lovely sentiment. It just doesn't have a single thing to do with the Vergara decision. Not a thing.
There is so much to rehash, and it has been hashed pretty thoroughly already. Evidence in the trial included the baloney science that purports to measure the effect of teachers in terms of student lifetime earnings. The notion that tenure rules are somehow responsible for segregation in schools.
But mostly the bizarre notion that great teachers will be empowered by less job security, that we can simply fire our way to excellence, that school districts in a state that is already complaining of teacher shortages will be chomping at the bit to fire teachers left and right so they can hire new teachers from the vast invisible surplus of unemployed awesome teachers, and, most of all, that teachers are the root of all educational evil.
Vergara pretends to presume that the best way to attract the best and the brightest to a field is to say, "Come work for us, and your new bosses will promise to fire you whenever the mood strikes them." What Vergara really presumes is that hero school leaders, mighty CEO's with brilliant visions, should not have to answer to the hired help.
Vergara also presumes that the full weight and energy of the law should be brought to bear on teachers, but somehow there's no need to make full-out assaults on funding or de-segregation.
So prepare yourself for more rounds of PR about how schools should be free to fire their way to excellence and hero superintendents should never have to listen to unions or rules or anything that might provide teachers with job security. And all of that will be wrapped in soaring rhetoric about how every child needs a great teacher no matter what the zip code without a single solitary word about how killing tenure of LIFO would help make that happen. This is the classic reformster construction-- the problem is real and compelling and therefor you should take our word for it that our proposed solution is actually a solution.
Vergara is about breaking unions and de-professionalizing teaching, removing one more set of on-the-ground advocates for students, leaving our most vulnerable children that much more exposed to the ill effects of corporate reform. The court will need to offer a ruling within ninety days. We'll have to wait and see what kind of protection public education, teachers, and students will receive from the court.
Thursday, February 25, 2016
Wednesday, February 24, 2016
MD: Asking the Wrong Questions about Testing
The Maryland state school board has noticed what many other folks have noticed as well-- if you make the PARCC test your state graduation requirement, a huge number of young'uns in your state are not going to graduate from high school.
Maryland rolled out the PARCC last year, and over half of their students performed below expectations, or as folks put it more colloquially, "failed." Had the PARCC been a graduation requirement, it would have created a mess of epic proportions. So the Maryland board had what the Baltimore Sun called a "spirited debate" about the topic.
Some of the spirit was predictable, given the players. Chester Finn, a long-time reformster and former chief of the Fordham Institute, a right-tilted thinky tank that has reliably and relentlessly pushed the Common Core, Big Standardized Tests, and charter schools.
"I thought the move to PARCC was to increase standards," he said. "We are headed toward telling Maryland students they will get a Maryland diploma and they are not ready." He said a low standard would mislead the public.
Mislead in what way is not entirely clear, but Finn has a solution-- a two-tier diploma system: "one for students who passed PARCC and are considered ready for college and a second diploma, equivalent to what is given today, for students who have fulfilled the course requirements and achieve minimum passing grades on state tests."
Board member James H. DeGraffenreid, one more guy whose educational expertise consists of his time in corporate offices, thinks that's a bad idea because it would institutionalize the achievement gap instead of closing it. He wants to phase the standards in, which is admittedly marginally less foolish than simply dumping them on the schools like a bathtub full of ice water.
The Sun dug up some more comments, like this one:
"There is no state in the U.S. that has made the high school graduation requirement the same as a college-readiness requirement," said David Steiner, executive director of the Johns Hopkins Institute for Education Policy.
While the board was debating these issues, here are some questions they did not ask:
Is there any reason to believe that making 100% of high school graduates college-ready is a worthwhile goal? Is it realistically achievable, and will it provide the students or society with any actual benefits?
Is there any reason to believe that scores on PARCC's BS Test of reading and math skills are actually a true measure of a student's college readiness?
Is there any reason to believe that colleges and universities would be prepared to deny students admission because those students had only a Old Standard Diploma and not a Shiny PARCC Super-diploma?
And other than supposedly gaining students admission to colleges or universities, what other benefits would Finn's Super-Duper PARCC Diploma provide? Better pay on the job? Happier life? More attractive spouse? Exactly why would high school students give a rat's rear whether they got a shiny PARCC diploma?
We tried this in Pennsylvania about fifteen years ago. The problem with our BS Tests at the time was exactly the same fundamental problem with the current crop-- students know an irrelevant, pointless waste of their time when they see one. This repeatedly drives the Powers That Be to alternately offer threats and bribes like an incompetent camp counselor. If you don't take this test seriously, it will go directly on your permanent record, young man! And if you do take it seriously, we'll give you a sticker.
PA was going to slap "diploma seals," aka "shiny stickers" on the diplomas of PA grads who had done well on the BS Tests. Those yielded almost immediately to "certificates" that were to become part of student transcripts. (Ha! You thought I was just kidding with those "sticker' and "permanent record" cracks.) People were pretty worked up about them at the time, but within just a few years, it didn't matter, because nobody cared. Colleges did not, and do not, care about student BS Test scores. Students really did not and do not care beyond the need to surmount one more pointless obstacle to get that diploma.
So Maryland could probably go ahead and give Finn his Super-Special PARCC Super-diplomas, because odds are not a soul will care.
Reformsters and ed leaders get so invested in this stuff, they just lose sight of how silly their antics will look on the ground. They are absolutely invited to come to a classroom full of sixteen year olds and solemnly explain that if the students try really hard on the BS Test, they will get an extra piece of paper that no college, employer or any other human being will ever care about. See how that goes over.
When any performer takes the stage, she either commands the attention of the audience, or she doesn't. If she doesn't, no amount of cajoling or bribery will make the audience take her seriously. The PARCC (and the rest of its BS Test brethren) are failed performers on a stunted stage, and neither threats nor shiny toys will change the audience's mind. There is no reason to take it seriously, no reason to believe that it measures any of the things it claims to measure, no reason to believe that it adds one iota of value to students' educational experience. And if reformsters think teenagers don't know all that, they are kidding themselves in addition to trying to con the rest of us.
The last question that the board didn't debate, but should have, is this:
Even if you have your two-tiered diploma system, what makes you think that Maryland's teenagers will be moved or motivated by it?
Maryland rolled out the PARCC last year, and over half of their students performed below expectations, or as folks put it more colloquially, "failed." Had the PARCC been a graduation requirement, it would have created a mess of epic proportions. So the Maryland board had what the Baltimore Sun called a "spirited debate" about the topic.
Some of the spirit was predictable, given the players. Chester Finn, a long-time reformster and former chief of the Fordham Institute, a right-tilted thinky tank that has reliably and relentlessly pushed the Common Core, Big Standardized Tests, and charter schools.
"I thought the move to PARCC was to increase standards," he said. "We are headed toward telling Maryland students they will get a Maryland diploma and they are not ready." He said a low standard would mislead the public.
Mislead in what way is not entirely clear, but Finn has a solution-- a two-tier diploma system: "one for students who passed PARCC and are considered ready for college and a second diploma, equivalent to what is given today, for students who have fulfilled the course requirements and achieve minimum passing grades on state tests."
Board member James H. DeGraffenreid, one more guy whose educational expertise consists of his time in corporate offices, thinks that's a bad idea because it would institutionalize the achievement gap instead of closing it. He wants to phase the standards in, which is admittedly marginally less foolish than simply dumping them on the schools like a bathtub full of ice water.
The Sun dug up some more comments, like this one:
"There is no state in the U.S. that has made the high school graduation requirement the same as a college-readiness requirement," said David Steiner, executive director of the Johns Hopkins Institute for Education Policy.
While the board was debating these issues, here are some questions they did not ask:
Is there any reason to believe that making 100% of high school graduates college-ready is a worthwhile goal? Is it realistically achievable, and will it provide the students or society with any actual benefits?
Is there any reason to believe that scores on PARCC's BS Test of reading and math skills are actually a true measure of a student's college readiness?
Is there any reason to believe that colleges and universities would be prepared to deny students admission because those students had only a Old Standard Diploma and not a Shiny PARCC Super-diploma?
And other than supposedly gaining students admission to colleges or universities, what other benefits would Finn's Super-Duper PARCC Diploma provide? Better pay on the job? Happier life? More attractive spouse? Exactly why would high school students give a rat's rear whether they got a shiny PARCC diploma?
We tried this in Pennsylvania about fifteen years ago. The problem with our BS Tests at the time was exactly the same fundamental problem with the current crop-- students know an irrelevant, pointless waste of their time when they see one. This repeatedly drives the Powers That Be to alternately offer threats and bribes like an incompetent camp counselor. If you don't take this test seriously, it will go directly on your permanent record, young man! And if you do take it seriously, we'll give you a sticker.
PA was going to slap "diploma seals," aka "shiny stickers" on the diplomas of PA grads who had done well on the BS Tests. Those yielded almost immediately to "certificates" that were to become part of student transcripts. (Ha! You thought I was just kidding with those "sticker' and "permanent record" cracks.) People were pretty worked up about them at the time, but within just a few years, it didn't matter, because nobody cared. Colleges did not, and do not, care about student BS Test scores. Students really did not and do not care beyond the need to surmount one more pointless obstacle to get that diploma.
So Maryland could probably go ahead and give Finn his Super-Special PARCC Super-diplomas, because odds are not a soul will care.
Reformsters and ed leaders get so invested in this stuff, they just lose sight of how silly their antics will look on the ground. They are absolutely invited to come to a classroom full of sixteen year olds and solemnly explain that if the students try really hard on the BS Test, they will get an extra piece of paper that no college, employer or any other human being will ever care about. See how that goes over.
When any performer takes the stage, she either commands the attention of the audience, or she doesn't. If she doesn't, no amount of cajoling or bribery will make the audience take her seriously. The PARCC (and the rest of its BS Test brethren) are failed performers on a stunted stage, and neither threats nor shiny toys will change the audience's mind. There is no reason to take it seriously, no reason to believe that it measures any of the things it claims to measure, no reason to believe that it adds one iota of value to students' educational experience. And if reformsters think teenagers don't know all that, they are kidding themselves in addition to trying to con the rest of us.
The last question that the board didn't debate, but should have, is this:
Even if you have your two-tiered diploma system, what makes you think that Maryland's teenagers will be moved or motivated by it?
NJ: Lawyers Over Schools
Here's a nice clear metric for telling when you have a problem in your school district.
PIX11 reports that in 2014-2015, the school district of Elizabeth, New Jersey spent over $5.98 million on lawyers, both in house and outside firms. That works out to $237 per student. For comparison, the district spent roughly $750,000 on books in that same year.
School board member Jose Rodriguez notes that the board had to raise taxes to bring in an additional $7.1 million while cutting 81 positions in the district. The district has reportedly hired a forensic auditor, but I'm pretty sure a civilian amateur could figure out how many of those positions could have been saved with $5.98 million.
Elizabeth schools have had money issues before. In April of 2015 they were fined a chunk of money (over $300K) after it was determined that they had spent money state and federal lunch money to cater school board meetings. That investigation came on the heels of the school board president's conviction for falsifying her own child's free lunch documents. If we go back to 2011, we find even more accounts of graft and nepotism and shaking down staff for money for board members.
Okay, so maybe the hefty legal costs for the district make sense, given district leadership's apparent love of not-entirely-legal behavior. But it seems like it would be way cheaper to just send the lawyers home and just obey the law instead.
PIX11 reports that in 2014-2015, the school district of Elizabeth, New Jersey spent over $5.98 million on lawyers, both in house and outside firms. That works out to $237 per student. For comparison, the district spent roughly $750,000 on books in that same year.
School board member Jose Rodriguez notes that the board had to raise taxes to bring in an additional $7.1 million while cutting 81 positions in the district. The district has reportedly hired a forensic auditor, but I'm pretty sure a civilian amateur could figure out how many of those positions could have been saved with $5.98 million.
Elizabeth schools have had money issues before. In April of 2015 they were fined a chunk of money (over $300K) after it was determined that they had spent money state and federal lunch money to cater school board meetings. That investigation came on the heels of the school board president's conviction for falsifying her own child's free lunch documents. If we go back to 2011, we find even more accounts of graft and nepotism and shaking down staff for money for board members.
Okay, so maybe the hefty legal costs for the district make sense, given district leadership's apparent love of not-entirely-legal behavior. But it seems like it would be way cheaper to just send the lawyers home and just obey the law instead.
Tuesday, February 23, 2016
More Bad Poverty News
We have seen versions of these findings before, but one more study drives home the point again-- education does not erase the economics of your family of origin.
This particular study is written up by Brad Hershbein over at Brookings, and the findings are short, simple, and important.
While some folks accept that a person from a rich family and a person from a somewhat-less-rich family won't be put on a level playing field by a college degree, they'll at least enjoy the same sort of boost from that education. But Hershbein's research says, no, that's not how it works. This chart spells it out--
(FPL is Federal Poverty Level)
In other words, a BA helps rich kids get way richer, while a BA helps poor kids get only just a little bit less not-poor.
As I said, this is not exactly news. A Johns Hopkins study over twenty-five years in Baltimore cemented the importance of family-of-origin. Robert Putnam wrote an entire book about how access to social capital is both product and producer of differences between wealthy and not-wealthy children.
The results are clearly not exactly what Hershbein expected, and he reports that he and his partners are moving next to see if the findings hold up for other data sets as well as looking for explanations (neighborhood, location, college choice for non-wealthy students?). It is frankly refreshing to see a researcher first come upon results that don't match his pre-existing assumptions and then not leap to trying to explain them away.
If a college degree is not the great equalizer we hoped, strategies to increase social mobility by promoting post-secondary education will fall short. A more comprehensive approach may be needed.
I look forward to seeing what else Hershbein et al turn up. In the meantime, it's nice to have further proof that simply jamming poor students into a college will not magically erase poverty.
This particular study is written up by Brad Hershbein over at Brookings, and the findings are short, simple, and important.
While some folks accept that a person from a rich family and a person from a somewhat-less-rich family won't be put on a level playing field by a college degree, they'll at least enjoy the same sort of boost from that education. But Hershbein's research says, no, that's not how it works. This chart spells it out--
(FPL is Federal Poverty Level)
In other words, a BA helps rich kids get way richer, while a BA helps poor kids get only just a little bit less not-poor.
As I said, this is not exactly news. A Johns Hopkins study over twenty-five years in Baltimore cemented the importance of family-of-origin. Robert Putnam wrote an entire book about how access to social capital is both product and producer of differences between wealthy and not-wealthy children.
The results are clearly not exactly what Hershbein expected, and he reports that he and his partners are moving next to see if the findings hold up for other data sets as well as looking for explanations (neighborhood, location, college choice for non-wealthy students?). It is frankly refreshing to see a researcher first come upon results that don't match his pre-existing assumptions and then not leap to trying to explain them away.
If a college degree is not the great equalizer we hoped, strategies to increase social mobility by promoting post-secondary education will fall short. A more comprehensive approach may be needed.
I look forward to seeing what else Hershbein et al turn up. In the meantime, it's nice to have further proof that simply jamming poor students into a college will not magically erase poverty.
Monday, February 22, 2016
Yes! Make King Secretary of Ed!
Well, it's finally happening-- Acting Pretend Secretary of Education John King is going to have his very own nominations hearing starting on Thursday, and I'm okay with that.
Carol Burris, former all-star New York principal and currently Executive Director of the Network for Public Education, has written a clear and thorough explanation of just how badly King performed as New York State's education chief. John King has a compelling personal story, though I wonder what he's learned from it. But Burris points out three major issues with his management style.
King is inflexible and deals with those who disagree by questioning their motives. His total and blind commitment to Common Core and other reformy programs created many major messes in NY. And King's devotion led him to stay the course, no matter what actual data came in. Under King, Common Core implementation was a disaster, teacher evaluation was a disaster, testing was a disaster, massive data gathering was a disaster, and having public meetings to manage public reaction to the other disasters was a disaster.
Nevertheless, I am happy that King is getting a hearing, and I hope he gets the job.
First, we need to recognize that the administration is going to pick somebody in the Duncanesque reformster mode. People who believed that Duncan was somehow responsible for all the evils of ed reform under Obama were always kidding themselves, imagining that somehow Duncan was driving the school bus and Obama was not paying attention. We've had seven years of exactly the education policy that President Obama wanted us to have.
Put another way-- while people may object to King's support for the Common Core, standardized testing, the use of test scores for teacher evaluations, and charter school love, the unfortunate truth is that anybody put forward by this administration will share those affections. The policy support menu that people hate about King is also the policy support menu that is a basic requirement for being Barack Obama's ed secretary. If King is rejected, the President is not going to get on the phone to Diane Ravitch. Heck-- Jeb Bush is now available, and there's nothing that Jeb believes about education that would conflict with current administration policies.
So we're going to have someone who perpetuates reformsters policies, and if we must, I say that John King is a fine choice.
Why? Well, let's look at some of his accomplishments in New York State.
King helped galvanize such outrage and activism about data mining that a $100 million project supported by Bill Gates was scrapped.
King powered up the largest test revolt in the country, creating an opt-out movement that is now a potent political force in the Empire State.
As often as he said dumb things, Arne Duncan also was able to say the right thing. Let's be honest-- there was a time when we all listened to what he and his boss had to say and thought, "Yeah, that's right. That sounds good. I think maybe we're going to be okay." King (or some USED intern) is already showing an ability to make semi-conciliatory noises, but two things work against him-- we know who he is and what he's supported and until he tells us a story about his trip on the road to education Damascus, there's no reason to believe anything has changed; and second, he has a proven track record of being a terrible communicator. Say what you like about Duncan (I know I have), but he would never have screwed up the New York "Splaining Tour to the point of cancelling it because he couldn't handle it.
In the ongoing argument about public education, we pro-public ed folks have had a problem convincing civilians that there's a problem. We shout and point and holler, "There's a monster over there!" and they look and they see a reasonably pleasant mild-mannered guy who explains that he's just looking out For The Children. We try to sound the alarm and end up looking like William Shatner gawking out the airplane window.
But in New York, John King did what dozens of pro-public ed activists failed to do-- he got thousands upon thousands of parents and taxpayers to see just how crappy the reformster plan for education was. His tone deafness, his inflexibility, his utter dismissal of other viewpoints, his unwavering focus on barreling right past red flags-- all of that had the effect of displaying the reformster agenda in all its ugly unvarnished glory. John King was the emperor who paraded his nakedness without restraint or artifice, and many New Yorkers looked and said, "Damn! Yuck! I finally get it! This is bad stuff."
So keep sending those letters and letting Congress know he's bad news. That's fine. Maybe somebody at the hearing will actually even ask questions about the train-wreck of federal education policy, even if they do think they've rendered his office mootly neutered with the ESSA (Education Secretary Spanking Act). They're wrong, but that's another conversation. Let's go ahead and have this conversation first.
But me? I'm just hoping that King can do for the nation what he did for New York. Spread opt out across the country. Galvanize parents. Tout reformster ideas with so little sense or restraint that even the most casual observers will start to think, "Hey, those seem like really bad policies."
Carol Burris, former all-star New York principal and currently Executive Director of the Network for Public Education, has written a clear and thorough explanation of just how badly King performed as New York State's education chief. John King has a compelling personal story, though I wonder what he's learned from it. But Burris points out three major issues with his management style.
King is inflexible and deals with those who disagree by questioning their motives. His total and blind commitment to Common Core and other reformy programs created many major messes in NY. And King's devotion led him to stay the course, no matter what actual data came in. Under King, Common Core implementation was a disaster, teacher evaluation was a disaster, testing was a disaster, massive data gathering was a disaster, and having public meetings to manage public reaction to the other disasters was a disaster.
Nevertheless, I am happy that King is getting a hearing, and I hope he gets the job.
First, we need to recognize that the administration is going to pick somebody in the Duncanesque reformster mode. People who believed that Duncan was somehow responsible for all the evils of ed reform under Obama were always kidding themselves, imagining that somehow Duncan was driving the school bus and Obama was not paying attention. We've had seven years of exactly the education policy that President Obama wanted us to have.
Put another way-- while people may object to King's support for the Common Core, standardized testing, the use of test scores for teacher evaluations, and charter school love, the unfortunate truth is that anybody put forward by this administration will share those affections. The policy support menu that people hate about King is also the policy support menu that is a basic requirement for being Barack Obama's ed secretary. If King is rejected, the President is not going to get on the phone to Diane Ravitch. Heck-- Jeb Bush is now available, and there's nothing that Jeb believes about education that would conflict with current administration policies.
So we're going to have someone who perpetuates reformsters policies, and if we must, I say that John King is a fine choice.
Why? Well, let's look at some of his accomplishments in New York State.
King helped galvanize such outrage and activism about data mining that a $100 million project supported by Bill Gates was scrapped.
King powered up the largest test revolt in the country, creating an opt-out movement that is now a potent political force in the Empire State.
As often as he said dumb things, Arne Duncan also was able to say the right thing. Let's be honest-- there was a time when we all listened to what he and his boss had to say and thought, "Yeah, that's right. That sounds good. I think maybe we're going to be okay." King (or some USED intern) is already showing an ability to make semi-conciliatory noises, but two things work against him-- we know who he is and what he's supported and until he tells us a story about his trip on the road to education Damascus, there's no reason to believe anything has changed; and second, he has a proven track record of being a terrible communicator. Say what you like about Duncan (I know I have), but he would never have screwed up the New York "Splaining Tour to the point of cancelling it because he couldn't handle it.
In the ongoing argument about public education, we pro-public ed folks have had a problem convincing civilians that there's a problem. We shout and point and holler, "There's a monster over there!" and they look and they see a reasonably pleasant mild-mannered guy who explains that he's just looking out For The Children. We try to sound the alarm and end up looking like William Shatner gawking out the airplane window.
But in New York, John King did what dozens of pro-public ed activists failed to do-- he got thousands upon thousands of parents and taxpayers to see just how crappy the reformster plan for education was. His tone deafness, his inflexibility, his utter dismissal of other viewpoints, his unwavering focus on barreling right past red flags-- all of that had the effect of displaying the reformster agenda in all its ugly unvarnished glory. John King was the emperor who paraded his nakedness without restraint or artifice, and many New Yorkers looked and said, "Damn! Yuck! I finally get it! This is bad stuff."
So keep sending those letters and letting Congress know he's bad news. That's fine. Maybe somebody at the hearing will actually even ask questions about the train-wreck of federal education policy, even if they do think they've rendered his office mootly neutered with the ESSA (Education Secretary Spanking Act). They're wrong, but that's another conversation. Let's go ahead and have this conversation first.
But me? I'm just hoping that King can do for the nation what he did for New York. Spread opt out across the country. Galvanize parents. Tout reformster ideas with so little sense or restraint that even the most casual observers will start to think, "Hey, those seem like really bad policies."
Sunday, February 21, 2016
ICYMI: Reading for a quiet Sunday
Some reading for you from this week in education.
TN Not Ready
Tennessee was supposed to be taking its super-duper online test. Things didn't go so well.
I’m a New York City school administrator. Here’s how segregation lives on.
This piece isn't short, but it's pretty raw and thorough, from someone who taught, founded a school, and learned some hard lessons about segregation in NY.
The Promise of Integrated Schools
Integrated schools are better for everybody, and the research keeps saying so, over and over and over.
Students Aren't Coddled; They're Defeated
I referenced John Warner's article earlier in the week, but it's worth reading the whole thing. You may or may not agree with him, but I bet you'll recognize some of the students he's talking about.
McKinsey and Friends in Minneapolis
Sarah Lahm has been writing a super series about how McKinsey helped worm reformsterism into Minneapolis. The above link takes you to part one, and you should follow up with parts two, three and four
TN Not Ready
Tennessee was supposed to be taking its super-duper online test. Things didn't go so well.
I’m a New York City school administrator. Here’s how segregation lives on.
This piece isn't short, but it's pretty raw and thorough, from someone who taught, founded a school, and learned some hard lessons about segregation in NY.
The Promise of Integrated Schools
Integrated schools are better for everybody, and the research keeps saying so, over and over and over.
Students Aren't Coddled; They're Defeated
I referenced John Warner's article earlier in the week, but it's worth reading the whole thing. You may or may not agree with him, but I bet you'll recognize some of the students he's talking about.
McKinsey and Friends in Minneapolis
Sarah Lahm has been writing a super series about how McKinsey helped worm reformsterism into Minneapolis. The above link takes you to part one, and you should follow up with parts two, three and four
MS To Teachers: "Shut Up!"
So, first, to put this in context, I have to tell you about Initiative 42.
Mississippi has historically languished at the bottom of the American education barrel, notable for their unwillingness to spend money on schools. Maybe many of their leaders don't like education, or don't like spending money, or don't like spending money that might somehow help black folks. I'm sure it's all very complicated. But at the end of the day, Mississippi has systematically underfunded their school system.
They took a shot at fixing the problem in 1997 with the Mississippi Adequate Education Program. By passing the MAEP, the legislature committed to funding schools according to a formula, but mostly all MAEP has done is provide a formula for computing just how money public schools are being cheated out of. The funding requirement laid out by MAEP has only been met twice since 1997. Since 2009, Mississippi has underfunded schools by $1.5 billion-with-a-B.
So last year, some folks proposed yet another tweak to the rules. That tweak looked something like this, with strikethroughs representing the deleted language and underlining the added language:
SECTION 201.
Educational opportunity for public school children: To protect each child's fundamental right to educational opportunityThe Legislature the State shall, by general law, provide for the establishment, maintenance and support of an adequate and efficient system of free public schools upon such conditions and limitations as the Legislature may prescribe. The chancery courts of this State shall have the power to enforce this section with appropriate injunctive relief.
This was Initiative 42, and while it may look like SOP in some states, in Mississippi, it raised quite a fuss.
Arguments against it included "We underfund everything; why are schools special?" Also, "the GOP has been doing a great job funding education!" Republicans from Haley Barbour to the MS GOP chairman argued that this gave power to "a judge in Hinds County." Because if there's anything that characterizes our democratic form of government, it's that the legislative branch should be allowed to operate without having to answer to anybody, ever.
The GOP-controlled legislature floated their own amendment called "Alternative 42," putting the legislature on par with those companies that create cheap knock-off versions of popular films in hopes that your easily-confused grandfather will buy you a copy for your birthday. Alternative 42 was sort of the same idea except instead of having to provide an "adequate and efficient system of free public schools" to the satisfaction of the courts, Alternative 42 would have required the legislature to provide "an effective system" that satisfied the legislature's idea of what such a system would be. IOW, Alternative 42 would not have done jack.
What it did do was turn the ballot initiative into a series of confusing questions about either-or propositions where you had to decode exactly what you were voting for. Both measures were defeated, allowing Mississippi's political leaders to continue sitting on their hands and doing Not A Damn Thing about education. (If you would like to read more about the ballot initiative, I recommend this highly informative article at Ballotpedia, upon which I leaned heavily for the above account.)
Actually, Not A Damn Thing isn't quite fair. The MS legislature is still considering lots of fun education bills. Here's one that fines a school $1,500 every time it doesn't have students say the Pledge of Allegiance within the first hour of school. Here's one forbidding schools to open before Labor Day.
Here's one to make sure that Creationism can still be taught in the classroom (actually, as written, it also allows teachers to throw in Holocaust denial and Flat Earth Theory).
Oh, yeah. And this bill and this bill both intended to make teachers shut the hell up.
One version of the bill is from House Education Chairman John Moore, who filed a similar bill last year. The other version of the bill is from Greg Snowden, who also authored Alternative 42, the legislative smokescreen that laid down to mess with Initiative 42.
Not that Mississippi has ever been fond of vocal teachers-- this is the state where teacher strikes are illegal, and if a teacher takes part in one, she can never work in any school in Mississippi ever again. But it may be the Initiative 42 fracas that finally overstressed the legislative camel's back. Teachers and superintendents lobbied hard for that bill, and the legislature didn't much care for it. So now we have increased attempts to silence Mississippi educators.
Some of the provisions of these proposed laws are reasonable. Teachers who want to advocate for a political action shouldn't be doing it while they're on the state's clock. "Here's a worksheet to do quietly while I call my Congressman or work on this phone chain" is not an acceptable professional stance.
But the bills as written are both vague and extensive. Can I turn to a colleague at lunch and say, "You know, I really think we should all vote for Candidate Barnswaggle in the upcoming election"? Getting on Facebook and posting any kind of political message while I'm on my duty-free lunch period-- well, depending on the bill, that could earn a fine of $100 to $250 (Snowden) or a fine of $10K and loss of my teacher license (Moore).
Teachers, however, make out far better than superintendents, who are not allowed to take a political position on anything, ever. They may not advocate for or against bills that could affect their districts, ever. Ditto for school board members, which must make them the only elected officials who give up their First Amendment rights by being elected.
As one analysts suggests, these bills could also clamp down on any political activity in the schools-- say goodbye to your campus chapter of Young Republicans or Young Democrats. In fact, combined with the "teach the controversy in science" bill, these would make Mississippi schools the only place where you could discuss the existence of God, Satan or the Flying Spagetti Monster, but not the existence of political parties and legislation.
And so the Mississippi legislature works hard to maintain its supremacy in education awfulness, pursuing its right to avoid spending any money on schools while not having to listen to anybody bitch about it. Mississippi-- "it's like coming home" if you are over 150 years old.
Mississippi has historically languished at the bottom of the American education barrel, notable for their unwillingness to spend money on schools. Maybe many of their leaders don't like education, or don't like spending money, or don't like spending money that might somehow help black folks. I'm sure it's all very complicated. But at the end of the day, Mississippi has systematically underfunded their school system.
They took a shot at fixing the problem in 1997 with the Mississippi Adequate Education Program. By passing the MAEP, the legislature committed to funding schools according to a formula, but mostly all MAEP has done is provide a formula for computing just how money public schools are being cheated out of. The funding requirement laid out by MAEP has only been met twice since 1997. Since 2009, Mississippi has underfunded schools by $1.5 billion-with-a-B.
So last year, some folks proposed yet another tweak to the rules. That tweak looked something like this, with strikethroughs representing the deleted language and underlining the added language:
SECTION 201.
Educational opportunity for public school children: To protect each child's fundamental right to educational opportunity
This was Initiative 42, and while it may look like SOP in some states, in Mississippi, it raised quite a fuss.
Arguments against it included "We underfund everything; why are schools special?" Also, "the GOP has been doing a great job funding education!" Republicans from Haley Barbour to the MS GOP chairman argued that this gave power to "a judge in Hinds County." Because if there's anything that characterizes our democratic form of government, it's that the legislative branch should be allowed to operate without having to answer to anybody, ever.
The GOP-controlled legislature floated their own amendment called "Alternative 42," putting the legislature on par with those companies that create cheap knock-off versions of popular films in hopes that your easily-confused grandfather will buy you a copy for your birthday. Alternative 42 was sort of the same idea except instead of having to provide an "adequate and efficient system of free public schools" to the satisfaction of the courts, Alternative 42 would have required the legislature to provide "an effective system" that satisfied the legislature's idea of what such a system would be. IOW, Alternative 42 would not have done jack.
What it did do was turn the ballot initiative into a series of confusing questions about either-or propositions where you had to decode exactly what you were voting for. Both measures were defeated, allowing Mississippi's political leaders to continue sitting on their hands and doing Not A Damn Thing about education. (If you would like to read more about the ballot initiative, I recommend this highly informative article at Ballotpedia, upon which I leaned heavily for the above account.)
Actually, Not A Damn Thing isn't quite fair. The MS legislature is still considering lots of fun education bills. Here's one that fines a school $1,500 every time it doesn't have students say the Pledge of Allegiance within the first hour of school. Here's one forbidding schools to open before Labor Day.
Here's one to make sure that Creationism can still be taught in the classroom (actually, as written, it also allows teachers to throw in Holocaust denial and Flat Earth Theory).
Oh, yeah. And this bill and this bill both intended to make teachers shut the hell up.
One version of the bill is from House Education Chairman John Moore, who filed a similar bill last year. The other version of the bill is from Greg Snowden, who also authored Alternative 42, the legislative smokescreen that laid down to mess with Initiative 42.
Not that Mississippi has ever been fond of vocal teachers-- this is the state where teacher strikes are illegal, and if a teacher takes part in one, she can never work in any school in Mississippi ever again. But it may be the Initiative 42 fracas that finally overstressed the legislative camel's back. Teachers and superintendents lobbied hard for that bill, and the legislature didn't much care for it. So now we have increased attempts to silence Mississippi educators.
Some of the provisions of these proposed laws are reasonable. Teachers who want to advocate for a political action shouldn't be doing it while they're on the state's clock. "Here's a worksheet to do quietly while I call my Congressman or work on this phone chain" is not an acceptable professional stance.
But the bills as written are both vague and extensive. Can I turn to a colleague at lunch and say, "You know, I really think we should all vote for Candidate Barnswaggle in the upcoming election"? Getting on Facebook and posting any kind of political message while I'm on my duty-free lunch period-- well, depending on the bill, that could earn a fine of $100 to $250 (Snowden) or a fine of $10K and loss of my teacher license (Moore).
Teachers, however, make out far better than superintendents, who are not allowed to take a political position on anything, ever. They may not advocate for or against bills that could affect their districts, ever. Ditto for school board members, which must make them the only elected officials who give up their First Amendment rights by being elected.
As one analysts suggests, these bills could also clamp down on any political activity in the schools-- say goodbye to your campus chapter of Young Republicans or Young Democrats. In fact, combined with the "teach the controversy in science" bill, these would make Mississippi schools the only place where you could discuss the existence of God, Satan or the Flying Spagetti Monster, but not the existence of political parties and legislation.
And so the Mississippi legislature works hard to maintain its supremacy in education awfulness, pursuing its right to avoid spending any money on schools while not having to listen to anybody bitch about it. Mississippi-- "it's like coming home" if you are over 150 years old.
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