Common Core: Victim of Inadequate PR?

We've often heard that poor old Common Core was a swell thing that fell victim to bad implementation. But over at EdSource yesterday, Pat Reilly identified a different culprit.

Messages, backed up with data and brought to life through emotive language, are fundamental to changing minds in the 21st century. Yet too often, education advocacy is stopped in its tracks because critical concepts aren’t delivered with a strong message, leaving them misunderstood at best and politicized at worse.

See where we're headed? Common Core was the victim of poorly done PR.

A phrase meaningless on its own, Common Core became an easy target for misinformation because no one invested resources to determine the best terminology to bring the Common Core’s important purpose to life.

Well, hey. That's just.... not entirely wrong.

Contrast the Core with No Child Left Behind, a combination program title and marketing slogan that encompassed a whole mass of policies and rules under a single roof that was short, pithy, and pre-empted disagreement (Oh, you don't like this. So tell us-- which children exactly do you intend to leave behind?).

But what the heck was Common Core, ever? It was presented as standards, but described (every state will be on the same page) like curricular scope and sequence. It would come hand in hand with tests to show that everyone was on point, right up until the point that tests turned into a kryptonite tar baby and everyone scrambled to claim the tests and the Core were two different things. Maybe, as I speculated years ago, it was an attempt to avoid the NCLB problem of having the whole host of policies hanging in front of the same giant target. "Maybe," said perhaps some policy maven, "if we split up, they won't get all of us."

But Common Core descended like stealth lightning, and after they'd been around a while, a good chunk of the population still had no idea what the hell they were. They became like a new product, marketed as "Stuff." And time only vagued them up worse-- if "Common Core" ever meant anything at all, those days are gone, with the term now being applied to a host of policies and programs that are about different things.

Maybe the problem was always bad communication, bad branding, bad marketing.

Except, no. Reilly tosses in the old charge of letting policy get politicized, but CCSS was birthed in politics, sold tlhrough political channels, and created with political tools. Politics ran in the Core's blood from Day One.

Then there's the New Coke problem. Even great marketing will fail to sell a crappy product, and the Core was and is a crappy product, an ineffective solution to a non-existent problem.

Reilly calls out other over-academic jargonized reformy baloney, like the "achievement gap" which means any number of different things. Reilly compares the problem to a game of telephone, but I'm not sure that's correct. Language is built to illuminate, reveal, communicate, but the power of language is not always used for good. Language can also be used to hide, to obscure, to bury ugly and alarming images behind a veil of blah-de-blah-blah.

Much of the treat of modern reformsterism is a liberal use of language to hide meaning rather than reveal it, to use language to mean its own opposite, like the impassioned pleas to make teachers "free" of union rules that or the repeated insistence that states created the Core in the first place or the deliberate replacement of the phrase "common core" with the more politically safe "college and career ready standards" or the use of "student achievement" when we actually mean "test scores."

In the end, Reilly calls on ed reform folks to use strategic communications, and this is the part where I reveal that Pat Reilly is the CEO of PR & Company, a PR firm that counts education as one of its "specialties."  So this has been one more shaggy dog advertisement. She's really just trying to sell us something, and the Common Core is still failure because everything about it, from its poorly conceived standards to its top-down central planning approach to unilaterally creating a national curriculum-- everything about it was bad news. Bill Gates and others spent million upon million upon million of dollars to package it, brand it, and sell it. And yet both conceptually and in execution, it is still one of the most monumental failures of our age. No amount of PR or strategic communication would ever have changed that.

Is Pre-K A Waste of Time?

There's plenty of research out there wrestling with the eternal question-- does pre-school actually make any difference in the long run?

It's an important question, but it's important to pay attention to exactly how it is being asked, because that little bit of nuance has everything to do with what policymakers think Kindergarten is supposed to look like.

As reported by Brookings, of all places, there's an instructive entry in the pre-K research sweepstakes. This one is from Tennessee, and it says that, no, pre-school doesn't make any difference in the long run. In fact, it might even make things worse.

Dale Farran and Mark Lipsey, professors at Vanderbilt’s the Peabody Research Institute, have been following 1076 small children for several years. Over 700 made it via lottery into pre-school. Through various statistical pairing legerdemain, the researchers were able to allegedly compare the progress of similar pre-K and not pre-K students. Hinted in a 2013 "early look" at the research, and more solidly underlined in 2015 "full release," the pre-schoolers not only lost their edge by the end of first grade, but by third grade were actually lagging behind their non-pre-ed peers.

So what the heck happened? The key, as always, is in what you think qualifies as "doing well" in primary grades.

By the end of second and third grade, control group children did better on academic tests than treatment group children.

Academic tests? Well, there's your problem. If you think that a good pre-K is one that gets those four year olds ready to do well on a standardized reading test, well, I'm tempted to say that you're an idiot, but let's go with that you have a woefully inadequate grasp of developmentally appropriate learning activities for small children.

Since the first advent of Common Core, developed by folks with no experience or understanding of child development and created by a system of backwards scaffolding ("If we want them to bench press 100 pounds in twelfth grade, then we should start with five-year-olds bench pressing fifty pounds and add four more pounds every year"), we have heard a steady chorus of folks explaining that the expectations for small children are bananas, cruel and wrong. But perhaps the argument that reformsters need to hear is that these early academic expectations just don't work, as witnessed by the Tennessee study. In fact, they opposite-of-work, teaching a whole generation of students from the very first day that school sucks and is boring and miserable and, shockingly, it turns out that tiny humans don't really put their whole heart and soul into sucky boring things.

The signs are everywhere. In Dallas, schools are trying "wiggle chairs" and balance balls so that students can fidget around. Helps their concentration and focus, say some teachers. Well, yes. You know what else would help? Recess and play. This is like cutting out school lunch time, noticing that students are distracted because they are starving, and concluding that the solution is to let them suck on rags soaked in salt water.

"Assessing" tiny humans is hard. Look at this description of a tiny human assessment system from Teaching Strategies, a company that markets TS Gold to early childhood teachers.

TS Gold requires early childhood teachers document how students are performing in 66 individual categories, while kindergarten teachers evaluate their students in 31 categories....To document how students are performing on these points, teachers must either upload a photo, a video, and/or enter anecdotal notes. For a kindergarten teacher with a small class (25 students), that is 2,325 pieces of evidence. Once documentation is done, each student also must be scored.

This is reminiscent of AltSchool, a school created by a Silicon Valley wunderkind that depends on near-continuous child surveillance, captured and collated by the magic IT guy behind the curtain.

There are two unexamined assumptions behind all of this foolishness. One is that education for the littles can only count if it is somehow converted to data that adults can feast on, and the other is that getting a head start on academic achievement and test-taking is more important than getting a head start on being a human being.

What is most frightening to me about all of this is that tiny humans do not have the adult compartmentalization skill of separating work or school from the actual world. To tiny humans, school and pre-school are the world, and if we teach them early on that the world is a miserable place filled with drudgery and soul-numbing pointless activities-- well, that doesn't lay much of a foundation for a happy, healthy future, does it.

How many sources and studies would you like to read showing that children need play? Here's the first one that turns up on a google search. Here's an entire website for an entire organization devoted to developmentally appropriate activities for children. It's not like the value of play and running and dirt and any degree of unquantifiable childlike wonder is not already known-- it is known, both in the cold hard scientifically proven way and in the warm mushy whole human heart way.

Universal pre-K continues to be touchy. On the one hand, it is a wide-open field where, unlike the K-12 biz, businesses do not have to sweep aside pre-existing public institutions. Many, many politicians have stepped up for universal pre-K, but then the whole business can take a nasty twist when, as in Massachusetts, citizens decide they would like to tax rich guys in order to pay for the pre-K.

But a debate about pre-school is meaningless without clear statements about what exactly we want to support. A pre-school that is child-centered, developmentally appropriate, and unconcerned about meeting academic benchmarks is an excellent investment and worth providing every tiny human in the US. But a pre-school that is meant to prepare tiny humans for the world of academic-driven, test-centered schooling, or a pre-school that has its success measured in primary grade test scores-- that pre-school really is a waste of time.

Are High Standards Leading To Better Outcomes?

The Collaborative for Student Success was created to help push the Common Core State Standards, and it remains devoted to that goal, proudly announcing "The Results Are In: High Standards Are Leading to Better Outcomes," a headline we can take just about as seriously as a headline from the Ford PR department announcing that the new Ford Taurus Is Awesome!

CSS is an astro-turf advocacy group, a group built with money from the usual suspects to push the Core on the rest of us. The list of funders includes the Broad Foundation, ExxonMobile, the Helmsley Charitable Trust, and, of course, the Bill and Melinda Gates Foundation. Its website lists it as a project of the New Venture Fund, a group funded by Gates to support the Core "through comprehensive and targeted communications and advocacy." You can check out more connections courtesy of the indispensable Mercedes Schneider, but you get the general gist-- these guys exists only to try to convince us all that the Core are wonderful.

This, of course, does not mean that they cannot possibly say True Things, so while we have to view these Results that are In with a suspicious eye, we can still evaluate their actual merits, if any.

The Results are pretty much meaningless, or possibly alarming. Here's the main claim:

Among third grade students – students whose entire academic careers have been guided by high standards – math scores increased by more than three percentage points.  

Let me rephrase that just a bit.

Among third graders-- students whose entire academic careers have been spent taking and prepping for the Big Standardized Test and who have never known a school that was not organized around testing-- math scores were better than they were for students who only had two, one, or zero years to be prepped and practiced for taking the BS Test.

There. Fixed that for you.

Delaware Governor Jack Markell, New Mexico Secretary of Ed Hanna Skandera, and CSS Executive Director Jim Cowen lined up to try to sell this big, fat nothingburger.

“Success in this economy requires a higher level of training and skill development than ever,” Delaware’s Gov. Jack Markell remarked in a press event on Tuesday...

Note that Markell just reduced the purpose of education to simple job training. Then note that at no point in the press conference do any of these worthies make any meaningful connection between greater skills and higher scores on a standardized test. Are they suggesting that the ability to score well on a standardized math test is a skill that's highly valued in the workplace? Because I'm betting not so much.

The big lie in the headline is the phrase "better outcomes," because there is only one outcome, and that is higher score on a narrow standardized test, an outcome which is largely meaningless. The almost-as-big lie in the headline is that these higher test scores are the result of "higher" standards when the most likely explanation is that students more saturated in test prep and practice tend to score higher on that test.

But the biggest omission in this piece of PR fluffery is an examination of the cost.

So we got third graders to score a few points higher on the test. What did it cost us to do that? Not just financial costs, though I'm sure there were plenty of those. But other costs as well-- how much recess was sacrificed, how many hours of art or music or phys ed or science or play? How much time was spent trying to get small children to stop enjoying themselves and sit down at a desk to learn test-taking skills? How much time was spent instilling a sense of anxiety about the tests so that the students would be more likely to actually try? How much less joyful and interesting were those first years of school, and how big a price will these students pay in the coming years for the new kind of relationships forged with school, in which the main point of school is to get ready for the test so that they can produce the scores that the school needs them to produce? And yes-- all the money spent on new materials and new training and the tests themselves, all the money that couldn't be spent on other things that might have benefited the students.

So we got third graders to score a few points higher on the Big Standardized Test. So what? What proven benefit will that earn them? What other outcomes can be shown to come from that single, small outcome? And what have they sacrificed and lost in pursuit of this tiny, meaningless "victory"?

WA: Buying the Court

When reformsters aren't busy trying to buy seats on school boards or flood a state with outside money to influence charter school legislation, sometimes they turn their money and attention to the courts.

Washington State has been a disappointment to many of its tech billionaires. Bill Gates and his friends had to spend several million dollars on several different tries to get a charter school law passed, and then the state court turned right around and declared that law unconstitutional (something about spending public monies on a private education-flavored business). There was some agitated freaking out and an attempt to do an end run around the ruling. 

But there is of course a simpler solution. Pack the court with judges who are more agreeable. And so  three judges in the Washington Supreme Court face challenges this year (the first such challenge since the 90s).

Center, leftmost, and bald guy with cute tie-- those are the targets

This is not a coincidence. Court critic GOP State Rep Matt Manweller reached out to recruit all three of the candidates running in races, and he had the McCleary decision in mind (that would be the case in which the court ended up fining the legislature for every day it failed to fully fund Washington State schools). Manweller suggested that the court had actually been corrupted by Dirty Union Money. You remember the whole thing about balance of power between branches of government? Here are Manweller's thoughts on how to use politics to bring the court to heel:

How can I bring those nasty unions to heel?*

State Rep. Matt Manweller, R-Ellensburg, said he thinks the mere threat of unseating a justice will make the court think twice about piling on more sanctions in the McCleary case.

Read more here: http://www.thenewstribune.com/news/politics-government/article81681377.html#storylink=cpy

So here's Chief Justice Barbara Madsen, the author of the 2015 decision that ruled Washington's charter law unconstitutional. She is being opposed by Greg Zempel who doesn't like how capricious and random the court's decisions are. Zempel has been backed by a pile of money from Stand for Children, an Oregon reformster group that has funneled money to his campaign from Connie Ballmer, wife of former Microsoft CEO Steve Ballmer; Reed Hastings, founder and CEO of Netflix; and Vulcan Inc., owned by Microsoft co-founder Paul Allen. Vulcan and Ballmer were big financial backers of the charter law that was struck down.

Also facing reformster-backed challenge is Justice Charlie Wiggins (who is nothing if not a snappy dresser). Charteristas must sense a vulnerability because as we come down to the wire, they have pumped almost a million dollars into the campaign of Federal Way Municipal Court Judge Dave Larson. Larson has popped up in the news before, standing up to keep An Inconvenient Truth out of classrooms. Vulcan tossed in $300K and Gates threw in $200K of his own. Meanwhile, one more fly-by-night PAC, Judicial Integrity Washington has dropped $350K on a tv ad smear campaign against Wiggins featuring ads that other members of the legal community likened to the infamous Willie Horton ads used against Dukakis way back in the-- well, shut up, kid. Some of us remember that.

And to round out the trio, Mary Yu is facing a challenge from the Manweller-recruited David DeWolf, a former law professor and fellow at the Discovery Institute, a Seattle-based thinky tank that has made a name for itself pushing Creationism Intelligent Design with its "Teach the Controversy" program. This race doesn't seem to be getting a ton of coverage or a ton of money; I have a sneaking suspicion that DeWolf is not a serious contender.

So if you are in Washington State, you may want to pay attention to those boring old supreme court justice races, because these three incumbents are being made to pay a price for crossing the charter and reformy crowd. And should they lose the election, public education in Washington State will pay a price as well.

*Yes, that's a real picture of Manweller, from his Twitter account

Welcome to Charter Cafeteria

Welcome to the new Charter Choice Cafeteria! Can I help you?

Wow! It's so clean and shiny here. And is that.... is that steak??

Why yes. We believe that all students should have the chance to eat steak for lunch.

Well, that's great. My usual public cafeteria only has meatloaf every other day, and it's not so good. So I would really love steak for lunch. Can I just--

Just a second. Charter Choice Cafeteria is only open to a few students. You need your Lunchtime Strivers Club Card to eat in here.

Well, how do I get one of those?

Just put in your application for the CCC lottery. You fill out these six forms available between the hours of 9 and 10 at our downtown office. Then submit them at the proper address and later we'll hold a drawing-- you have someone who'll take care of all that for you, right?  Here's a flier.

Um, I guess. You know, nobody on this flier really looks like me. Anyway, do you serve steak every day?

The steak is today's meal. We serve other things the rest of the week that are totally as good as any steak, at least as far as you know. Very steak-like.

Sure. Hey-- that rail seems awfully close to the serving counter. Don't students have a hard time squeezing through there?

We find that some students don't fit easily into the serving line that we have created for our meals here. We find that students with a certain background need that extra guidance; any students who find that they don't fit well in our serving line are certainly free to return to the regular public cafeteria if that's what they think is best.

My buddy just tweeted from that cafeteria. He says that they've stopped serving desert and condiments because they're budget has been cut to fund you guys!

It is shameful how the public cafeteria is not giving all students access to an excellent high-performing meal.

Can I talk to somebody about this?

Our cafeteria manager is located in offices at this number. But they are two time zones away, so make sure you check the time before you call. I'm sure you'll be able to leave a message with their office staff.

But our cafeteria manager is right there. When we want to complain we just holler and she comes out to talk to us.

Oh, we don't allow any of that here. Any students who break any of our rules for decorum and proper obedience are subject to strong and immediate disciplinary action.

So let me get this straight. If I can manage to fill out this application for the lottery and I am lucky enough to be selected and I fit in your serving line and I don't get thrown out for acting uppity then I might get to eat something that sort of resembles steak on some days-- and I can never complain to the management. Otherwise, I just have to go eat at the public cafeteria where they have even less to offer because they also have to pay for everything you're doing over here.

Exactly. Because every student deserves a chance to eat steak.

But just a chance?

Well, sure. You didn't think anyone was going to spend the money to make sure that every single student actually got to eat steak, did you? We can't waste money trying to actually help all students. You get a chance, and a few students actually get steak, or at least something kind of like it. What more do you want?

PA: State Rep Compares School Boards to Hitler

Brad Roae is running for re-election for the PA House of Representatives for District 6. First elected in 2006, Roae has had some interesting things to say about education in Pennsylvania.

Hitler blamed the Jews for everything that was wrong with the world and school boards blame charter schools.

This was on Facebook, in response to a question about the currently-off-the-table HB 530, a bill that was supposed to provide big fat early Christmas presents to the charter school industry in PA.

Roae's district is just up the road from me and just down the road from Erie, where the schools have made some headlines with their economic issues, to the point that their board was seriously considering closing all of its high schools. Erie is one of several school districts that highlight the economic troubles of school districts in Pennsylvania. It's a complex mess, but the basic problems boil down to this.

First, Pennsylvania ranks 45th in the country for level of state support for local districts. That means the bulk of school district funding comes from local taxpayers, and that means that as cities like Erie with a previously-industrial tax base have lost those big employers, local revenue has gone into freefall, opening up some of the largest gaps between rich and poor districts in the country.

Second, Pennsylvania's legislature (the largest full-time legislature in the country, one of the most highly paid, and one of the most impressively gerrymandered) decided in the early 2000s that they would let local districts skimp on payments to the pension fund because, hey, those investments will grow the fund like wildfire anyway. Then Wall Street tanked the economy, and now local districts are looking at spectacularly ballooning pension payments on the order of payments equal to as much as one third of their total budget.

Oh, and a side note-- the legislature also periodically goes into spectacular failure mode about the budget. Back in 2015 districts across the state had to borrow huge chunks of money just to function, because Harrisburg couldn't get their job done.

Third, Pennsylvania is home to what our own Auditor General calls the worst charter laws in the country. There are many reasons for that judgment, but for local districts the most difficult part is that charter school students take 100% of their per-capita cost with them.

So Erie City Schools, despite some emergency funding from the state, will run up as much as a $10 million deficit this year, with a full quarter of their spending going to charter and pension costs. Meanwhile, the legislature is trying to phase in a new funding formula (or, one might say, its first actual funding formula). This is going to be a painful process because, to even things out, it will have to involve giving some cities a far bigger injection of state tax dollars than richer communities will get. Politicians face the choice of either explaining this process and making a case for fairness and justice, or they can just play to the crowd and decry Harrisburg "stealing our tax dollars to send to Those People." Place your bets now on which way that wind will blow.

Oh, and that formula is supposed to get straightened out over the next twenty years!!

Meanwhile, guys like Roae want to blame teachers and school districts. You can't give teachers raises and benefits. If Erie (and school districts like it) want state aid, then they should cut costs and stop blaming charter schools. Meanwhile, Roae has been lauded by the PA cyber industry as a "champion of school choice."

Roae, who graduated from Gannon in 1990 with a business degree and worked in the insurance biz until starting his legislative career, ought to know better.

When hospitals throughout Northwest PA wanted to cut costs, they didn't open more hospitals. If you are having trouble meeting your household budget, you do not open a second home and move part of your family into it.

Education seems to be the only field in which people suggest that when you don't have enough money to fund one facility, you should open more facilities. Charters are in fact a huge drain on public schools in the state. If my district serves 1,000 students and 100 leave for a charter school, my operating costs do not decrease by 10% even if my student population does. In fact, depending on which 100 students leave, my costs may not decrease at all. On top of that, I have to maintain capacity to handle those students because if some or all come back (and many of them do) I have to be able to accommodate them.

And while you can argue that losing students to charters may allow me to reduce the number of teachers in my school, in effect "moving" those jobs to the charter, the charter will still have to duplicate administrative costs.

Roae need only look at the schools all around his district to see schools that are cutting programs, closing buildings, jamming more students into classrooms, and offering the taxpayers of the district less in their public school system. Charter school costs aren't responsible for all of that, but they are certainly responsible for a lot of it, and that is doubly frustrating for school boards who, unlike Hitler, feel some responsibility for watching over the tax dollars that they were elected to spend wisely. And yet, unlike Hitler, they have no say at all over how those dollars are spent by the charters and, under Pennsylvania's lousy charter laws, nobody really has oversight once those public tax dollars go into private charter operator hands.

It's like board members get ten dollars from a taxpayer for lunch

Taxpayer: Couldn't you get us a better lunch with the money we gave you?
Board member: Well, the state said I had to give three dollars to that guy.
Taxpayer: Well, did he at least buy lunch with it.
Board member: I have no idea.

We could discuss the widespread fraud and scandal of Pennsylvania charter schools (if you hate the idea of your NWPA tax dollars going to Philly, you'll really hate what happens when they go to Philly charters), but that's really beside the point. If PA legislators think charters are such a good idea, they could come up with a funding system that didn't bleed the public system dry in order to get charters running.

Meanwhile, voters in District 6 might try voting against someone who thinks that after you rob Peter to pay Paul, you yell at Peter for not being thrifty enough to withstand the theft, and then compare him to Hitler.

ICYMI: Catching Up with Reading (10/30)

I've been home for about a week and I am just about back up to speed. There's a lot to read this time around. As always, I encourage you to share wildly whatever you like here. 

What Are the Main Reasons Teachers Call It Quits

NPR takes a look at why some folks are getting out of the teaching biz. No surprises here, but nice to see NPR catching on

LA Unified Takes a Hard Look at Charter Schools

Charters have taken it on the chin in LA, and there's a definite shift in attitude there.

A Public Education

Friend of this blog Phyllis Bush ran an op-ed this week that gets to the heart of what does and does not make a public education.

State-Run Kids: Suleika's Story

Here's a moving story of what the charter mess in New Jersey looks like to the families and children of the city.

Black Children Deserve the Stability That Neighborhood Schools Offer

Andre Perry absolutely nails it in discussing one of the worst effects of charter schools-- the loss of a stabilizing institutions for a community

What I Miss

Friend of this blog Mary Holden (it's nice to have all these friends) has been writing an honest and personal account of her departure from the classroom. Here's her look back at what she misses.

King of the Castle

Jennifer Berkshire (Edushyster) takes a look at the infamous Massachusetts charter that makes its teachers pay to leave.

Wall Street Firms Make Money from Pension Funds, Spend It On Charters

Actual reporter (you know-- the old fashioned type who actually goes out and finds thing out) David Sirota reports the maddening but predictable news that public teacher pension funds are helping fund the attack on public education.

The Vivisection of Literature

Another examination of how the study of literature has been beaten up in the rush to High Standards

The Absurd Defense of Standards Post-Common Core

Jane Robbins takes a quick look at how some folks are in a Kentucky spitting match over the Core

NAACP President: Why We Should Pause the Expansion of Charter Schools

Since they made the charteristas all sad, the NAACP has had lots of folks trying to tell them what happened, why it happened, and what they should really do. Here's the president of NAACP to explain what they did and why they did it.