Freedom and Indignity

The ed reform movement has always had a language problem, starting with the word "reform," which does not really adequately describe a movement built on privatization and corporate takeover.

There have been other casualties along the way. I've railed long and fruitlessly about the continued use of "student achievement" and "teacher effectiveness" when what we really mean is "high scores on a narrow standardized test." Most recently we've had "personalized learning," which is not exactly learning and is certainly not personalized.

Now, the reformsters are coming for "freedom."

It's not the first time. Charter operators insisted that they needed non-union teachers so that those teachers would be free of terrible restrictions. Liberated from their union chains, teachers would be free to work eighty hour weeks, free to be paid poorly, free to be fired for any reason at any time.

Now Betsy DeVos has re-rebranded vouchers as Educational Freedom.

If you want to understand the freedom involved here, it helps to find a libertarian because they are generally willing to say the quiet part out loud. Here, for instance, is Kerry McDonald, a Havard GSE-certified "educational analyst" for both the Heartland Institute and the Foundation for Economic Education (FEE). It's for FEE that she wrote "Compulsory Schooling  Laws Aren't Progressive; They're Inhumane."

McDonald would like to end compulsory attendance laws as a necessary step on the path to educational freedom. Like many in the "freedom" crowd, she sees public education as an imposition. Schools are "assigned," and parents are forced to send their children there. It's fine if communities want to provide a public school, but it is not fine, McDonald argues, to require parent to send their children to them. This is not the comparatively moderate choicer's call for more options; this is a call for the end of any requirement that children be educated. I give her points for being honest; some choice advocates aren't willing to admit that they'd like to make all education optional.

Part of this argument is that public schools are terrible and that enforcement of attendance laws is draconian. The end of compulsory education is freedom only if you accept the notion that attending a public school is some sort of torturous enslavement, an idea that many of us get past once we are not fifteen. There's no question that some truancy laws in some jurisdictions are enforced hamhandedly. I just question whether that's a reason to chuck the system.

But this belief that public schools are oppressive and awful is central to the argument of a McDonald or a DeVos, because we're going to flip the whole notion of public education. Public schools are an awful thing to force children to attend, says this critique, which is flipped from the notion that it is an exceptionally fine thing for a country to guarantee a free education to every single citizen. There are countries where that would be a hoped-for luxury, and other countries where the powers that be work hard to make sure that the citizens have no such luxury. Historically, an education is how you get freedom; only here in the current US do we have people arguing that a free public education somehow deprives citizens of freedom.

McDonald and DeVos are making the argument of privilege. "Kill compulsory education," they say, "and I will have no trouble providing my children with a perfectly good education on my own." It's a true thing-- the children of wealth and privilege will never have to worry about getting a decent education.

There is a lot to love about Libertarianism, but the fundamental problem is that libertarian freedom means that you get freedom proportional to your wealth and power. For some hard-line conservatives, that's a feature, not a bug-- society should be free of rules so that the strong and deserving--the Betters--can rise to their proper place at the top of the heap, and the Lessers can more easily learn to be happy about occupying their proper place at the bottom where they can reap the deserved problems that come with their poor choices and less deserving status.

I've had this argument too many times. What if a family ends up sending their chid to Flat Earth Anti-Vax Academy? The answer is, "So what? They are free to make their choices and raise their kids dumb if they wish." The unspoken part of the answer is, "And if that means they are poor and unemployable and ignorant, well, that's just nature's way of giving them their just desserts. They can tay in the poor part of town, far from our neighborhood, depending on the societal safety net that I really want to get rid of soon. We should probably find a way to keep them from voting, too."

Those folks will be free-- free to sink to their appropriate level in life.

It's hard to wrap your head around. People who are drowning need to be freed from life preservers. Drivers should be freed from seat belts. Quadraplegics should be freed from wheelchairs.

These folks always imagine magical solutions springing up. Writes McDonald, envisioning the end of the public school system: "In its place, a decentralized network of educational opportunities (including, but not limited to, various types of schooling) would unfold, fueled by visionary parents, educators, and entrepreneurs." Maybe. But history tells us that we'll definitely see frauds, snake oil salesmen, and a bunch of people who don't pursue any education at all. Again, the hard right argument is, "So what? People who get bilked will suffer the consequences they deserve, and at least we'll all be free."

There will be parents who lack the resources to navigate such a non-system system, many who have trouble coping with the pile of advertising and PR that would crop up, many who want the best for their children but lack the skills to find it, and many who just give up. That's before we even get to the Just Plain Terrible Parents, who are by far a tiny percentage of total parents-- but they exist (every teacher can tell you horror stories). Any system that does not have someone beyond parents to look out for the best interests of children is mistaking neglect for freedom.

Of course, there's another freedom being invoked here-- the freedom to not have to pay to educate Those People's Children. "I can take care of my kids. Why should I have to pay to finance the schooling for some kid whose parents have made lousy choices and ended up poor?"

I do get it. There is a tough balance between freedom and dignity, and there is a point at which we rob people of their voices and liberty in the name of "helping" them. In fact, ironically, the wrong side of that line is also displayed in the charter school universe when reformsters insist on telling poor communities what those communities need without actually listening. But public education is not close to that line, but rather is uniquely structured to be responsive, to amplify voices.

Public education is a tool for freedom, not an instrument of oppression. Has it been twisted and misused at times? Certainly, and that to the extent that its true mission has been ignored. A hammer can build a house or smash holes in one, but you don't fix the problem by handing someone a sponge and saying, "This is a hammer. You are now free to build any kind of house you want."

Freedom is, and has always been, related to the resources at your disposal. Public education is one example of how government can even that playing field, to pool resources and make them available to people who would otherwise have far less to operate with. Dissolve the pool, leave everyone to their own devices, and yes-- those who have more will be freed of the cost of helping their fellow citizens. For everyone else, there will be little benefit to their new condition. You can call it freedom; you can call war peace and you can call ignorance strength, too. You can call the promise of a free public education for every citizen some sort of oppression. But repeating twisted language does not make it so.

WV: Lukewarm Charter Baloney and The Questions To Ask

West Virginia remains one of the untapped market for the ed reformster business, and privatizers are determined to keep hammering away.

The most recent attempt involved a little bit of legislative extortion, as lawmakers tried using teacher raises as the sweetener in a bill intended to finally open West Virginia to both charter schools and education savings accounts (aka vouchers). West Virginia teachers were not only unmoved by this cheap maneuver, but they walked out again in a strike that could best be summarized as "No, seriously, when we walked out that last time, we meant it. Also, we're still paying attention ."

As you might imagine, that was not the end of it. Just this morning, the business editor of the State Journal is floating a warmed-over medley of Charter's Greatest Hits. This matters because after the failure of the omnibus education bill (aka giant poop sandwich), the governor decided that the legislature needed to come back for a special session on education. Said Senate President Mitchell Carmichael, "His call into a special session will give all 134 members of the Legislature the time they need outside of the day-to-day pressures of the regular session to be in their communities meeting face to face with the people who will be most affected by these issues." i'm sure that's it, and not something else like, for instance, a hope that maybe later Certain People won't be paying quite so much attention to what the legislature is up to.

But this morning's editorial is a compendium of chartery baloney fried leftovers. For West Virginians who need a key to this stuff, here are some key questions to ask when you hear one of these arguments being used.

One oft-quoted voice is Senate Education Committee Chair Patricia Rucker, who ran against Common Core and for local control and parental rights, but who loves her some charter schooling.

The state needs more vocational and technical education. Agriculture is also big in WV, and Rucker heard there are some charter schools that focus on technology and agriculture. This is a continuing theme-- since WV has no charters, all charter information is what somebody heard about this charter somewhere, which is a testament to the charter business's PR machine. Key question here: Is there some reason that CTE and agricultural education could not be effectively, efficiently, and economically incorporated in the public education system? What was the last time that someone got an idea for a new educational emphasis in K-12 and declared that whole new private schools would be required to launch it?

“We know there’s a lot of at-risk students, be it because of trauma or kids in the foster care system,” she said. “There’s a lot of kids being raised by grandparents. I’m going to sound like a commercial, but there’s a charter school for that.”

Well, yes, you do sound like you're trying to sell something. But again the question is, is there some reason that public schools can't be used to handle challenges like children being raised by grandparents?

Rucker cites the Learn4Life charter chain of California as specifically for at-risk students. Key question: how well does Learn4Life actually work? That question is key because Learn4Life is a highly problematic chain of personalized [sic] learning stations that have failed pretty spectacularly-- in 2015 the chain's average grad rate was 13.73%, with two branches achieving 0% graduation rate. Management has a habit of obfuscating its tracks. Students report that Learn4Life was simply sitting in isolation working through "packets."

Rucker notes that consolidation has closed some community schools. Charters, she speculates, could open some of those. And maybe-- one of the charter schools that I actually think is swell did exactly that, with community members chartering a community school that had been closed by a larger district. But the key question here-- how would that work, exactly? And would charter operators be interested in moving into such a thin market with fewer students, or would they go after the larger markets? Memphis, for example, has a continuing problem in that charters don't want to open where they are actually needed. Charters are private businesses; they will open where they want to, not where you wish they would.

Rucker observes that some charters were started by teachers with ideas and a thirst for freedom. Key question: how many, exactly, in the last ten years? How many of those teachers were just Teach for America temps who had only spent a couple of years in the classroom? It is true this can conceivably happen, and that it was a popular selling point for charters a few decades ago. But that is not a realistic picture of the charter business these days.

Rucker also offers the Big Lie-- charter funding won't hurt public school funding. Okay-- she doesn't exactly tell that lie. She just wants her audience to hear it without her saying it (because it would be a lie). See how she does this:

As for funding, Rucker insisted there wouldn’t be a drop in public school funding. The funding would just be shifted to schools re-designated as charters, and it would still have to pass through the state Department of Education, she said.

Yes, total money handled by department of education would remain the same. Key question to ask: Would charters take away from the funding of my local school? Spoiler alert: the answer is yes. And while your local school may have a smaller piece of the funding pie, there's no reason to believe expenses would drop (if you lose two students per grade, how many teachers can you cut and how much less heat does your building need?) Key question: West Virginia has been consolidating schools and districts to save money. How would adding more schools and parallel private districts aid in that process. Spoiler alert: it wouldn't. No business expects to save money by opening extra facilities.

Charters would still have to answer to boards of education, because if they didn't fulfill their promises, they could be closed every five years. Key question: How has this process worked in other states? Because in many states, it turns out to be really, really hard to get a bad charter closed.

Allowing charter schools also would increase local control over education, Rucker said, adding that communities know what they need more than officials in Charleston.

Key question: Are you nuts? Okay, that's not helpful. But this is another time to ask how things have played out elsewhere, because charter schools have generally been the antithesis of local control. The large chains involve command structures located far away from individual communities, and even smaller scale charters are operated as businesses, and their management is no more locally controlled than any other business in your town. Charter fans have been very clear that charters should not be run by elected boards, and that elected officials are a problem to be avoided. She's not wrong that local communities are good judges of what they need, but that has nothing to do with charters, which (I cannot say this enough) are businesses. Your community may really want a Red Lobster, but if no developer thinks they can make money putting a Red Lobster in your town, you aren't going to get one.

A criticism of charter schools in West Virginia is that outside corporate interests, rather than students or teachers, will be the winners. Rucker said that criticism comes from the fact she consulted with the nonprofits National Alliance for Public Charters and the Institute for Justice. She insisted her consultation was only for assistance in drafting the language for SB 451.

This is a fun non sequitor. No, people think charters will serve outside corporate interests because that's generally how charters work. Key question: How many West Virginia based, owned and operated organizations are ready to start a charter right now?

But Rucker is correct that she is taking heat for letting charter school lobbyists write the proposed charter school law for West Virginia. It's a shocking thing for her to admit. Just last week a landmark study showed thousands of bills being written by corporations instead of the people elected to do the work. That would be what Rucker did with SB 451. Key question: How can we expect any oversight or accountability for tax dollars when the lobbyists for the businesses that hope to profit from the bill are writing the bill?

“We should be incensed that we had another statewide strike over a few charter schools,” said Steve Roberts, president of the West Virginia Chamber of Commerce and a proponent of the schools. “How much worse than 49th can we get?”

We only wanted to set fire to the porch. Why are you acting as if we were threatening the whole house. Key question: Why do you think you're 49th? How do you imagine "a few charter schools" would fix that?

Roberts says all the cool states already have charters. Some even have waiting lists! Key question: Is there any reason to believe those waiting lists represent real demand? Also, if the other states jumped off a cliff, would you do that too, young man? Yes, other states have charter sectors-- it hasn't gone super well in all cases, so one might also ask What steps and safeties are needed to make sure a state's charter sector is successful and not a mess like those outlined in various reports like this recent one showing a billion dollars in charter waste and fraud.

“This is something that both Barack Obama and Donald Trump agree on because they’ve done the research,” Roberts said, adding that while states without charter schools are mostly rural, that doesn’t mean urban areas in West Virginia couldn’t benefit.

Yes, Donald Trump is famous for his tendency to extensively research educational issues. Roberts is correct in saying that charters are popular with some folks of both parties. But a key question here might be: What research? What can we learn from it? And was any of it conducted by third parties and peer reviewed?

The rural-urban thing needs to be examined because (as I may have mentioned) charter schools are businesses, and so they go where they have a chance of making money. For a variety of reasons, that means urban, not rural, areas. Even if that's where you want them. So the question becomes, how badly do you want to see your urban public schools hurt financially by an influx of charters. You might want to take a look at how things have gone in Detroit.

Roberts gives an example of schools in an urban area where it's not safe to travel to school early in the morning, but a charter could start later, which-- really? Is there a special West Virginia law that sets when school starts. Because if starting later is the solution for a school's problem, which seems easier-- start the public school at a later time, or open an entire separate school to start at a different time??

Roberts responds to the criticism that charters cream only top students. This is an oversimplification-- charters also are criticized for admitting mostly white students, or for avoiding students with expensive-to-handle special needs. Charters do all of that even when, as he proposes, there are lotteries for admission. From advertising that shows a particular type of student to the absence of certain program to pushing out students once they're in, charters have proven to be adept at managing their student bodies.

Roberts says it won't happen because these will be public charter schools, which shows that he's up on current charter talking points, but charters are not public schools. Key questions: Who will own the school? Who will elect the school's board of directors? Where will I go to attend a charter board meeting or see the school's financial information?

The editorial also turned up one anonymous (because she fears retaliation) parent who thinks that maybe charters could help her child with dyslexia, because she heard a charter in Ohio did that. Key question: What keeps public schools from using such a program?

The piece wraps up with some more lukewarm support:

Richard Kirby, a member of the Calhoun County Board of Education, said while charter schools might not be the best fit for his county, given its small student population, he supports giving them a try because they will still be regulated while avoiding the restrictions of the public school system.

“I’ll also admit that I’m not sure I know how it will work, but I support the idea,” he said. “If it doesn’t work, it doesn’t work.”

Kirby said if charter schools succeed, the lessons learned could be applied to the state’s other schools.

SMH. Key question: How do you know they'll be regulated, and which regulations do you think will be in place? Also, when it doesn't work, but it still cuts a giant hole in Calhoun County's school budget, will you maintain your casual indifference? Also, are you aware of ay educational programs, anywhere, that have been developed by charter schools and then shared with public schools? (Spoiler alert:" No, you haven't. Neither has anyone else.)

There's also a math teacher who says that for every charter school mismanaging public funds "I can find five public schools that have mismanaged them." Key question: Are any of the public school cases as spectacular as the million dollar self-deals or frauds perpetrated by some charters? We should also note that public mismanagement is easier to find because public school finances are transparent and open to public scrutiny, while charter finances are not (a lack of transparency that charter operators have gone to court to protect).

An Ohio transplant observes “How’s it going to hurt when we’re scraping the bottom of the barrel?” That's just dumb. You can always make things worse, and one way to make things worse in a public education system that's already struggling and underfunded is to reduce its funding even more. That's how it could hurt.

Our last resident says he saw some research about charters improving student achievement in Idaho. That, of course, just means raised test scores. Key question: Do you just want schools to get students ready to take a standardized test, or do you have higher aspirations?

Charter fans are unlikely to let up on West Virginia any time soon. Supporters of public schools will need to stay vigilant and vocal, even in the face of arguments as weak as those floated here. Good luck to them.

ICYMI: Hello, April Edition (4/7)

It's practically like spring here in Northwest PA, but I still have some-- well, many-- choice items to share this week. Remember, these writers depend on you to boost their work, so if something here speaks to you, help push it out into the world!

I Asked USED Three Questions

Jeff Bryant just had three questions for the Betsy DeVos Department of Education, but they "created havoc" for the staff.

Fact-Checking DeVos's $5 Billion Tweet    

DeVos tweeted that her new voucher plan will not take any money from public education. Valerie Strauss fact checks that assertion.

A Truckload of Fraud-hopping

The indispensable Mercedes Schneider tries to run down all the problems facing the New Beginnings School Foundation.

21 States Vs. DeVos  

21 states are trying to crack down on student loan companies; the Department of Education has quietly started to stand in their way.

NC School Supply Sham   

NC wants to give $400 to each teacher for classroom supplies. Well, no. Not really.

Every Incident of a Mishandled Gun in School

Gabby Giffords' website has compiled this sobering list of in-school gun mishaps, from accidental firings to guns stripped from teachers by students who were being disciplined.

State Tosses Out MCAS Question on Underground Railroad

Massachusetts enters the annals of bone-headed test questions with this bit of racist idiocy.

They Had It Coming   

You probably didn't miss this, but just in case, here's the article about the college admissions scandal that you need to read. Loaded with sharp insights and instantly quotable, this is a great piece of work by Caitlin Flanagan.

The Real Motive Behind Gov. Bill Lee's Voucher Plan

Bill Smith in Tennessee peels back the layers of anti-public ed nonsense behind Lee's voucher plan.

2 Students Accused of Crashing School Wi-Fi To Avoid Tests

Example #43,276 of why running your whole school over a computer network might not be a great idea. On the other hand, if you're looking for signs of ingenuity and entrepreneurial spirit among students, well, here ya go.

What To Do With Cafeteria Waste

Here's a good idea you probably ought to be doing in your school. Read about a school that packages its leftovers and sends them home to families in need.

Gunfire  

Short. Not sweet.

The Unfair Way These Democrats Will Lose on Schools in 2020   

A look at how the charter school landscape has shifted under the feet of some prominent Democrats.

Defining "Educator" During a Teacher Shortage and the Privatization of Public Education

Nancy Bailey takes a look at how redefining the term has become a useful tool of corporate reform.

The Cure for Boring Curriculum

Nancy Flanagan looks at a recent study of boredom in school. Direct from the "you could have saved a bunch of money and just asked teachers" file.

Teaching Intolerance

Jose Luis Vilson, on seeing one of NYC's infamous out and about.

LA Times VAM Reporters-- Where Are They Now    

Remember those reporters who just had to compute and publish teachers' VAM scores? Audrey Amrein-Beardsley not only remembers them, but she knows what they're up to these days.



  

Don't Be Fooled By This Proposal To End Testing

Tom Vander Ark has a long and checkered past in the ed reform biz, and he is ready to cash in on the next big thing (he's been ready for a while), which is why we find him at Forbes proposing an end to standardized testing. Just to be clear from the jump-- that's not a good thing.

The article comes in two parts-- a pretty good take-down of the Big Standardized Test, and a pretty weak argument for the next reformster meal ticket.

Good schools know how every student is doing in every subject every day. They don’t need a week of testing in the spring to tell them what they already know.

True that. And here's an interesting way to summarize the way the Common Core testing bandwagon ended up in the weeds, while trying to pivot to his new product:

While most OECD countries have sweated validity (good measures of what’s important), the U.S. has been preoccupied with reliability (inexpensive measures of what’s measurable). The development of Common Core State Standards was a national effort to raise expectations and implement better tests. The addition of more writing made the tests longer and just added to the backlash against testing.

One problem with state-mandated tests is that they don’t take advantage of everything teachers know about their students. With the shift to digital learning, many students have experienced a big increase in formative feedback from adaptive assessments, embedded quizzes, and online resources like Khan Academy. All of these new forms of feedback don’t integrate very well (because we still have an interoperability problem) but they set the stage for what David Conely calls cumulative validity.

I'm not sure his definition of validity and reliability hold up well, but you see where he's headed. But then, in the second sentence of that second paragraph, we've left reality entirely. Digital "learning" provides feedback of a "yes, you're correct" or "no, you're incorrect" variety. I'm really uncertain about what sort of feedback one gets from watching a Khan Academy video. But I'm willing to wade through there to get to this idea of cumulative validity.

The basic idea is that if you assess things a large number of times, your cumulative assessment is much more likely to be valid. Measure twice, cut once. That college class that you felt was deeply unfair because your entire grade was based on just two tests.

The thing is, lots of us already knew about cumulative validity. In my own classroom, a typical grading period involved a total of 1,000 points from tests, assignments, quizzes, what-have-you. In those 1,000 points, no single assignment was worth more than 100, and we added more scores many times a week, so by the time you got to the end of a grading period, no student's grade was going to be sunk because of one bad day or artificially high because of one good one. The grade was a pretty good assessment of where those students were. I did that for almost forty years. I did not need special software to do it.

Vander Ark also wants to plug Diploma Networks, a kind of way to run schools as a chain operation with "broader outcome frameworks," and he really doesn't make a case for why this would get rid of BS Tests, other than you would get the state to accept the notion that the larger school chain would offer its own "certification" of graduation. It's actually clever-- in addition to privatizing schools, this is a pathway to privatizing some of the functions of state departments of education.

Vander Ark also assures us that autoscoring by AI will also help and no, no it won't. He suggests that "portfolios of student work can automatically be scored on many dimensions" and that just in the last few months "capabilities have matured enough that with large enough data sets, scoring engines would not require the extensive training historically required." Also, the portfolios can be carried to the computers by yetis riding on the backs of unicorns. AI that can successfully score, say, a piece of writing, has been "practically perfected" or "just around the corner" for decades. It has never arrived, nor has anything arrived to suggest that software designers are even sort of close. AI will not be able to score portfolios-- unless it scores them on stupid things.

Vander Ark's conclusion is solid enough:

It’s time to end a century of standardized testing and focus instead on helping young people do work that matters. We no longer need to interrupt learning and test kids to find out what they know. A couple of brave state policy leaders could trigger what would be a quick change because everyone hates the tests.

True, it is absolutely time to bring an end to the BS Test. It's not really "no longer" true that we need to interrupt learning, because it was never true in the first place. Some politicians who actually wanted to stand up for public education could, in fact, help. And yes, everybody hates the tests except from the people profiting from them directly by selling them and selling the prep for them, and the people who hope to profit from them indirectly by using them to stampede people towards the next damn fool technocratic baloneyfest.

Here's the thing. Vander Ark is right about the tests. He's even right about the general outlines of the solution. But to implement a solution doesn't require more software, more AI, more adaptive mass specialization, more magic tricks that computers can't actually perform, and more money to pay for it all.

Teachers already know how to do all of it. Shut down the test. Step back and let human teachers do their jobs. Keep your personalized [sic] learning and your blockchains and your maladptive AI and the rest of it to yourselves, and just let teachers teach. There isn't anything that needs to be done that can't be done, and done best, by trained professional human teachers.

MO: Bipartisan Fight Against Charter Expansion

Rep. Rebecca Roeber (R) of Lee's Summit, Missouri has proposed a bill to expand charter reach; the state has basically confined charter schools to the Kansas City and St. Louis districts. But response to the bill has not been exactly a slam dunk.

The bill would allow charters to open in communities of greater than 30,000 people or an accredited-without-provisions school district. The feelings about the bill are tight enough that both sides were feeling cautiously optimistic.

Roeber is a former public teacher (and seventeen years in the classroom, not some TFA two-year temp). Her voting record is-- well, she tried to expand charters in 2017, voted against the authority of local government to set minimum wage, voted to keep language that says marriage is only between a man and a woman (but voted against closing the loophole that allows a sexual predator to avoid criminal charges by marrying their teenaged victims), and voted for Right-to-Work in the state. She appears to be married to Barefoot Rick, a well-known barefoot runner and Christian speaker. Nine days ago she was left in serious condition after the car she was driving crossed the center line and hit another head on.

Roeber's position on charters has been pretty simple:

This idea about how education works is not reflected by reality, and lots of Missourians know it. Editorials have suggested that charters need to work better before any expansion is considered. In fact, an encouraging number of folks get exactly why charter expansion is a bad idea. The head of the Missouri School Boards Association notes that school districts are governed by elected school board members who live in the district and pay taxes there. Charter schools should operate under the same regulations, he said. “They receive public dollars, but they are not accountable to taxpayers like traditional schools." He's not alone:

David Sciarra, executive director of the Education Law Center, a nonprofit think tank for school funding equity, said Missouri’s charter law is extremely weak and in urgent need of overhaul. He suggested that lawmakers appoint independent experts to conduct a thorough examination of the existing charter program.

“The state has to get it right,” he said.

Other legislators have tried to blunt some of the problems with the bill:

Sen. Lauren Arthur, D-Clay County, proposed an amendment Tuesday to allow voters at school board elections to “approve the operation of the charter school in the district.”

“We’re saying that a charter school opening in a school district will have an impact on that district, and if you’re someone that lives in that area ... I think there is a good reason for you to have some say on whether or not a charter school would open in your district,” Arthur said.

Another legislator tried to remove the open enrollment portion of the bill.

Then Tuesday of this week, the bill hit another roadblock-- an honest-to-goodness bipartisan filibuster. Sen. Doug Libla, R-Poplar Bluff, filibustered for over two hours Tuesday. He focused on the success rate of Missouri’s charter schools and the costs taxpayers would pay for failed charter schools. And he was joined by an assortment of legislators from both parties.

According to the Missouri Department of Education, only 67% of Missouri's charter schools have stayed open. For charter proponents this is, of course, a feature and not a bug-- the invisible hand of the market is supposed to be opening and shutting schools left and right, and that is supposed to be a good thing. Yet it leaves students hanging, sometimes mid-year, and it leaves taxpayers footing the bill for schools that don't even exist any more, like having to make payments on a car that your teenaged child wrapped around a tree and totaled.

Missouri's charters don't do a great job and cost taxpayers a bunch of money. Expansion under this bill would also involve stripping local voters and taxpayers of any voice in what happens with charters in their area.

At the moment the bill appears to still just sort of sitting there. It's a good reminder that education issues have ceased to be clearly GOP or Democratic-- the question is, do you support public education for all, or not? Missourians who care about public education and local control might want to call their elected representatives and voice an opinion here.

College Board's AP Rate Hike Backlash

The College Board, the company behind the dreaded SAT and popular AP courses has made changes to the registration for the AP exams. AP courses and the exams that go with them are supposed to provide students with a leg up on college applications. Though the changes, which amount to an increase in cost, were announced over a month ago, they now add to the conversation the nation is suddenly having about the college admissions process.

The new policy (to be implemented next school year) calls for students to register in November for the AP test. But in November, students are barely one quarter of the way through the AP course; they might not yet be certain they'll take the test in May. Additionally, AP tests are only accepted by certain schools; a sufficiently high score (as determined by the college) may be good for a credit, or simply serve as a placement test. However, AP credits are often not counted in the student's major. All this means that for a high school senior to accurately gauge the utility of an AP test, she needs to know what college she will attend and what her major will be. Many high school seniors will have none of that information in November. Yet under the new policy, the College Board will charge them a $40 late fee if they register after November, and a $40 cancellation fee if they register and then decide not to take the test.

This certainly looks like a financial windfall for the College Board, particularly when one considers that data collected from high school seniors in the fall would be a valuable commodity. And the move is generating plenty of controversy.

Jennifer Wander, a high school counselor in New Richmond, Wisconsin, has started a change.org petition in opposition to the changes "that will make things even more expensive and stressful for students, especially low-income students." Eight weeks ago it had 2,700 signatures; at this moment, there are over 116,000.

Also fueling opposition is a company called Total Registration, a company that offers school services to manage their registrations for a variety of exams, including the AP tests. And they have been aggressively circulating data that contradicts the rosy picture painted by the College Board.

In particular, the College Board says that when students register in the fall, they do better on the tests, and that it's "best practice" at many schools. There are several problems here. First is the confusion of correlation and causation; one would expect that students who are more confident about their own abilities would register in the fall and would achieve better scores. Next, the phrase "best practice" is a vague one--are these schools requiring fall registration, or simply recommending it. If it's the latter, then see my previous point. And, as Total Registration points out, if it's already common practice, why bother attaching fees to it.

Total Registration also took a look at numbers from a College Board pilot program for the new policy (data since removed from the College Board website) which shows that fall registration in fact increases the failure rate for low-income students. A College Board spokesperson has since responded to Inside Higher Ed, saying that "these false statements are a reckless and futile attempt to thwart the College Board's efforts to launch the new AP model" and that certain companies were looking after their own interests and not the concerns of students. And while it's true that Total Registration does have a dog in this fight, why doesn't the College Board simply show where the arguments are factually incorrect?

Instead of hard data, the College Board has leaned on fuzzier arguments, saying that students who register in the fall will be more "engaged" and "less likely to give up when faced with challenges." Is there is any evidence that engagement and grit lead to higher AP scores, the College Board doesn't offer it.

It's also curious that the cancellation fee and the late penalty are exactly the same. It's almost as if $40 was developed as a price point that the market could bear, and not as a response to the actual costs involved in accommodating a late registration or cancellation.

Then there's this exchange from the Inside Higher Ed article:

"The spokeswoman also denied that the College Board is making the changes to make money. Rather, she said, the College Board is producing many new AP materials to help students succeed."

This may seem like a non sequitur, but the College Board's argument is that producing the new materials will be so costly that they will actually "reduce operating income." One tries to imagine the meeting in which some College Board executive says, "Since we're going to be taking in this extra revenue, I think we should budget more than that for the test prep materials."

That seems like either a poor business decision or an unlikely one, and the College Board is a business. They maintain a not-for-profit status; however, in 2017 they made in excess of $200 million and are sitting on $1.1 billion in cash and investments. There's nothing evil or nefarious about making money, but it is problematic when the bottom line is placed ahead of the interests of students. AP courses have always maintained a delicate balance between college-style teaching and plain old test prep. If the College Board has, as it says, a desire to "boost the learning culture in AP classrooms," making the test loom larger hardly seems like the way to do it. And by adding to the cost of taking the test, the College Board runs the risk of being one more factor that gives an extra advantage to the children of wealthy families.

Updated from original post at Forbes

MT: Meat Widgets And Personalized Learning

In Montana, the connection between Personalized [sic] Learning and vocational training has been made pretty explicit.

There, some leaders are throwing support to PL not because it would be good for students or would solve educational problems, but because it would solve workforce development problems.

Solving workforce shortages one widget at a time.

State Rep. Llew Jones, R-Conrad, recently showed off one of the state's PL systems to fellow legislators:

“We know in the state we have a huge shortage in the workforce. We have a hole, both in meeting our workforce needs and in servicing our students,” Jones said. “We have about 12,000 kids graduate per year. About 7,000 of them go onto a four-year college — and we have good four year programs — but 5,000 are where? We can’t tell you. Schools can’t tell you.”

Ten-- count 'em, ten-- bills have been introduced to push the model across the state. Legislators are also "aiming to remove barriers in the public school system in order to encourage students to seek professional opportunities while they’re in school and to fill community worker needs."

This focus on "advanced opportunities" is a big part of the push, and the PL being emphasized here speaks very little about personalizing to the student's style or interests, and seems mostly focused on letting students set their own pace so that they can rip right through what passes for their education so they can get right out there and start being somebody's useful meat widget as soon as possible. This one of the worst versions of Personalized [sic] Learning-- a way to use a computer to speed a student through a checklist version of "education," because dammit those employers have jobs to fill right away.

I'm not going to pretend there isn't some careful balance to maintain here-- if your school consistently turns out students who are incapable of landing a job, that's not a good sign. But the primary focus of K-12 education should never, ever be vocational training. K-12 is about building skills, amassing knowledge, helping students become more themselves, more fully human in the world. Yes, being able to support yourself is part of that, but so is being a good citizen, a good voter and taxpayer, a good parent and partner, and just generally a person who's able to navigate the world outside of the workplace.

So statements like this one tend to make me nervous:

These bills aren’t just trying to encourage a re-structure of Montana's educational system, but they’re also attempting to fill a statewide labor shortage.

Students and schools do not exist to fill labor shortages. And if you told any parents from the ritzier part of town, "Oh, yes. Our school will do an excellent job of preparing Junior to fill our labor shortage," those parents would have Junior enrolled in a private school by the end of the day.

Oh, and computerized Personalized [sic] Learning is an excellent edutechnique because, Rep. Jones notes, the workman's tool of today is not a wrench, but a computer. So let's train those little meat widgets on computer and they'll be that much better-prepared for their future bosses!

This is Personalized [sic] Learning at its worst-- to mass produce workers like toaster as quickly as possible and in the process shrink education to a narrow, meager version of what a full education was supposed to be. Shame on the Montana legislators who plan to cheat their students this way.