Arne Duncan penned an op-ed in the Washington Post this week; the piece is notable because it is not baloney, but addresses one of the issues that the great pandemic pause has brought to the fore-- internet accessibility.
Duncan notes that currently if you don't have internet, you don't have school. And he notes that while internet providers stepped forward with heartwarming offers of free internet for poor families, that turned out to come with a little asterisk about debt and financial suitability. He doesn't it, but this is probably related to the fact that in many cases the "free" internet was actually a sort of free introductory offer-- 60 or 90 days free if you've sign up for their internet service, and if you forget to cancel in time--voila, you're now a paying-full-price customer. In short, many ISPs have treated this issue like a marketing opportunity and not a chance for do-goodery. Duncan notes that some public pressure in some areas has helped fix this.
But that's only the tip of the internet iceberg. He talks about getting internet to all of Chicago, which is not a simple thing, but is probably easier than the kinds of problems we face in rural areas like mine, where some families will never have internet access of any sort-- wi-fi or phone-- until some major infrastructure is built.
Internet connectivity in my neck of the woods, and other necks like it, has always been wonky. My old high school's most effective barrier against student smartphone use is that signal reception in the school is terrible (the other side of that is that students are constantly looking to charge during the day because signal-seeking phones use up charges quickly). One of the elementary schools in my old district depends on a satellite dish for their internet connection. When my wife had a zoom staff meeting with her school about managing their distance learning program, the principal's connection to the meeting kept failing. Back in the pre-pandemic days, smart teachers knew that on days they've planned an internet-based lesson, they must have a Plan B in case of a not-improbable failure.
It's not just the isolated and less-than-wealthy districts. I am told by a couple of former students who now teach in the area that Fairfax County Schools in Virginia are the fancy-pants rich district that everyone else aspires to be, but the Fairfax head of IT just resigned because their attempt to shift to online learning failed spectacularly not once, but twice.
Duncan brings up the FCC's Keep America Connected Pledge that was signed by 700 companies. Duncan suggests that some FCC funds should be given flexibility so that schools can buy hot spots, extend infrastructure, and generally get more students connected.
That's not a terrible idea, but we can dream bigger. The current situation underlines what many have argued in the past-- internet access should be a public utility. Here's a piece looking at the question that takes us to the question of whether the internet is a right or a privilege, but as that infrastructure starts to crumble under current demands, I'd argue that it's something the country needs to function. Like roads or running water, it's a service to individual humans, but it also keeps the wheels of society turning well enough to make life easier for everyone.
A look at the water in places like Flint, Michigan tells us that public utilities come with issues of their own (though they also tell us about the problems in letting private companies run public utilities). But if we want--if we need--the entire country to be connected, private companies will never do it. It's the same old problem-- there's too little money to be made running fiber optic cable back up into the holler.
One of the oldest and continuing problems with web-ed-tech is that in large chunks of the country, it just doesn't work reliably. And now that most schools really need it to work reliably everywhere, the fact that it doesn't is just becoming more obvious.
Thursday, April 23, 2020
Wednesday, April 22, 2020
Voice Cloning: One More Way Teachers Can Be Replaced
So, Venture Beat is a website touts itself as the leading source for transformative tech news and events that provide deep context to help business leaders make smart decisions and stay on top of breaking news.
That includes "sponsored" news like this very special piece from Lovo, a Berkeley-based company whose sub-title is "Love Your Voice" and whose co-founder explains their mission as "Making human voice scalable, ubiquitous, and accessible." That co-founder is Tom (Seung Kun) Lee, who has been COO for Orbis, done digital marketing for LG CNS, and worked for MuleSoft-- and that's all just since 2016. He got his Business Administration and Management degree from U of C, Berkley in 2016; it took him six years but that may be because it appears he took 2013-2015 off to be a Squad Leader in the Republic of Korea Army.
Anyway. Lee is quoted heavily in this advertisement for Voice Cloning which claims that this awesome AI-powered tech is "becoming the new normal."
And just in time, too. The "global elearning market" was going to hit total market value of $325 billion by 2025, driven by, among other things, "the need to educate people at low cost." Need? Whose need is that exactly, and is this "need" like "I need to eat food or I will die" or more like "I need a new iPhone because my old one is now six months old." Or maybe "need" like "I need to buy a new vacation home soon--how can I cut my business costs." The article also cites "the proven convenience and effectiveness online learning." That's not a typo, but a quote. Of course, that proven effectiveness has never been proven, but this is an advertisement, not news.
Anyway, the global elearning market was going to blow up, but then Covid-19 happened and now who knows what the projections are? And the "the need to go online collided with the education system, K to college, in a big way. Public school teachers? Unequipped to handle it. Teachers had to become "content creators."
"Educators are not professional podcasters or YouTubers,” says Tom Lee, Co-Founder at LOVO. “They’re not used to recording or speaking into the mic.”
Well, that's not universally true, but Lee is trying to sell something here, so stay with him. You may ask, couldn't teachers just put up power point slides? Well, sure, says Lee, but voice is really important (he quotes Maya Angelou). But scripting and recording whole lessons takes a lot of time, and-- seriously-- he also presents as a "simple fact" that "humans get tired easily when reading a script. Yes, there's a major problem here. We'll get back to that.
But what if a computer could read and record a script in your actual voice!!?? You record a few minutes of your own voice for a sample, and then the voice is cloned and any text can be turned into an audio version with your own voice!!
This is actually being don e in California, somewhere, and on online platforms like Udemy and Udacity. Seriously.
"Digital learning will be the new normal," says Lee, who is trying to make money from it. "Voice cloning isn't just a fad, and it's not going to disappear any time soon," says Lee, whose business plan depends on voice cloning not disappearing any time soon. "This trend is not something you can choose to avoid," says the guy whose income depends on your not avoiding it. "How you address the new normal is the critical part," says the guy whose financial success depends on convincing a bunch of people that this is a new normal and they should respond to it by giving him money.
This is the classic ed tech method-- a sales pitch masquerading as a prediction of the future.
The scary part is that you know there are some Education Leaders out there who are thinking, "Awesome! Once I get Mrs. McTeachalot to record her lessons and write out her scripts, I don't have to employ her ever again. In fact, once I've had her voice cloned, I can get a class created by some underpaid intern but it will still sound just like her!! This gets me one step closer to replacing those damned expensive humans!"
I have no idea whether the cloned voice sounds like the real thing or if it sounds like some sad imitation of a ghost trapped in a tin can. A quick Google shows that Lee is certainly not the only person in the voice cloning biz. The BBB now warns that phone scammers can collect and clone your voice and use it to scam your loved ones, so that's scary. The FTC had a workshop on deepfakery, which includes voice cloning as well. So it's clear that voice cloning is at least the future of criminal activity. I don't know that it's the future of teaching activity.
But I do know one thing-- all across the US, on every normal school day, millions of teachers stand up and deliver lessons without any script. They just talk right out of their highly trained brains. I suppose some might get mic-shy when faced with the prospect of recording and want to write a little something down, but generally speaking, teachers are good at generally speaking. That whole "you need a computer to read the script for you" pre-supposes a script-- and who needs them?
So I'm not sure who actually needs this magical AI-powered software genii-- unless it's that guy who dreams of running an internet school without any meat widget employees. But actual teachers in actual schools--even during the great pandemic pause? No thanks.
That includes "sponsored" news like this very special piece from Lovo, a Berkeley-based company whose sub-title is "Love Your Voice" and whose co-founder explains their mission as "Making human voice scalable, ubiquitous, and accessible." That co-founder is Tom (Seung Kun) Lee, who has been COO for Orbis, done digital marketing for LG CNS, and worked for MuleSoft-- and that's all just since 2016. He got his Business Administration and Management degree from U of C, Berkley in 2016; it took him six years but that may be because it appears he took 2013-2015 off to be a Squad Leader in the Republic of Korea Army.
Anyway. Lee is quoted heavily in this advertisement for Voice Cloning which claims that this awesome AI-powered tech is "becoming the new normal."
And just in time, too. The "global elearning market" was going to hit total market value of $325 billion by 2025, driven by, among other things, "the need to educate people at low cost." Need? Whose need is that exactly, and is this "need" like "I need to eat food or I will die" or more like "I need a new iPhone because my old one is now six months old." Or maybe "need" like "I need to buy a new vacation home soon--how can I cut my business costs." The article also cites "the proven convenience and effectiveness online learning." That's not a typo, but a quote. Of course, that proven effectiveness has never been proven, but this is an advertisement, not news.
Anyway, the global elearning market was going to blow up, but then Covid-19 happened and now who knows what the projections are? And the "the need to go online collided with the education system, K to college, in a big way. Public school teachers? Unequipped to handle it. Teachers had to become "content creators."
"Educators are not professional podcasters or YouTubers,” says Tom Lee, Co-Founder at LOVO. “They’re not used to recording or speaking into the mic.”
Well, that's not universally true, but Lee is trying to sell something here, so stay with him. You may ask, couldn't teachers just put up power point slides? Well, sure, says Lee, but voice is really important (he quotes Maya Angelou). But scripting and recording whole lessons takes a lot of time, and-- seriously-- he also presents as a "simple fact" that "humans get tired easily when reading a script. Yes, there's a major problem here. We'll get back to that.
But what if a computer could read and record a script in your actual voice!!?? You record a few minutes of your own voice for a sample, and then the voice is cloned and any text can be turned into an audio version with your own voice!!
This is actually being don e in California, somewhere, and on online platforms like Udemy and Udacity. Seriously.
"Digital learning will be the new normal," says Lee, who is trying to make money from it. "Voice cloning isn't just a fad, and it's not going to disappear any time soon," says Lee, whose business plan depends on voice cloning not disappearing any time soon. "This trend is not something you can choose to avoid," says the guy whose income depends on your not avoiding it. "How you address the new normal is the critical part," says the guy whose financial success depends on convincing a bunch of people that this is a new normal and they should respond to it by giving him money.
This is the classic ed tech method-- a sales pitch masquerading as a prediction of the future.
The scary part is that you know there are some Education Leaders out there who are thinking, "Awesome! Once I get Mrs. McTeachalot to record her lessons and write out her scripts, I don't have to employ her ever again. In fact, once I've had her voice cloned, I can get a class created by some underpaid intern but it will still sound just like her!! This gets me one step closer to replacing those damned expensive humans!"
I have no idea whether the cloned voice sounds like the real thing or if it sounds like some sad imitation of a ghost trapped in a tin can. A quick Google shows that Lee is certainly not the only person in the voice cloning biz. The BBB now warns that phone scammers can collect and clone your voice and use it to scam your loved ones, so that's scary. The FTC had a workshop on deepfakery, which includes voice cloning as well. So it's clear that voice cloning is at least the future of criminal activity. I don't know that it's the future of teaching activity.
But I do know one thing-- all across the US, on every normal school day, millions of teachers stand up and deliver lessons without any script. They just talk right out of their highly trained brains. I suppose some might get mic-shy when faced with the prospect of recording and want to write a little something down, but generally speaking, teachers are good at generally speaking. That whole "you need a computer to read the script for you" pre-supposes a script-- and who needs them?
So I'm not sure who actually needs this magical AI-powered software genii-- unless it's that guy who dreams of running an internet school without any meat widget employees. But actual teachers in actual schools--even during the great pandemic pause? No thanks.
Tuesday, April 21, 2020
Recovery Commission Targets Gutting Of Public School
While Trump has announced a variety of groups he wants to gather together to charter a pandemic recovery for the nation, there's one group that is already on the job-- and their plans for public education suck.
The National Coronavirus Recovery Commission-- doesn't that sound grand? It sounds like a real official government thing, only it isn't, exactly. It's the project of the Heritage Foundation, a right-tilted thinky tank that has been a major policy player in DC since the days of Ronald Reagan. They've successfully pushed a bunch of policies over the decades, with their one fumble coming in health care-- these are the guys who designed what became Romneycare that became Obamacare, thereby transforming a hyper-conservative policy idea into a policy that conservatives vowed to destroy. If you have wondered "Why don't conservatives come up with their own health care plan?" the answer is that they did-- and it's Obamacare. Oh, politics.
The Heritage Foundation has joined the Federalist Society in serving as a staffing arm of the Trump administration, and had a whole list of appointee "suggestions" ready when Trump won. Which may explain why some coverage of the NCRC includes phrases like "will work with the White House on ways to have a smooth reopening of the country when it’s time."
The National Coronavirus Recovery Commission (subtitled "Saving Lives and Livelihoods") is composed of seventeen "heavy hitters" including former governor George Allen, retire Cato chief John Allison, some Heritage Foundation people like president Kay James and--
Well, look. It's Kevin Chavous, the big cheese at K12, the 800 pound gorilla of the cyber school world, the one funded by junk bond king Michael Milken and founded by a McKinsey alum (anoter early investor-- Dick DeVos). They've had more than their share of messes (like the time the NCAA decided K12 credits don't count). But the Trump administration has been good times for them. And Chavous used to help run the American Federation for Children, Betsy DeVos's dark money ed reform group, from which he called for the privatization of post-Katrina New Orleans education. Do I need to add that he has no actual education background?
NCRC issued some recommendations yesterday, and much has already spurred discussion (particularly the "get rid of all the rules" parts), but we're just going to look at the education piece, which, given what I've told you so far, should come as no surprise:
States should immediately restructure per-pupil K–12 education funding to provide education savings accounts (ESAs) to families, enabling them to access their child’s share of state per-pupil funding to pay for online courses, online tutors, curriculum, and textbooks so that their children can continue learning. Students are currently unable to enter the K–12 public schools their parents’ taxes support. They should be able to access a portion of those funds for the remainder of the school year in the form of an ESA.
ESAs are super-vouchers, a voucher that let parents spend public tax dollars with little oversight or accountability. It's a bad policy idea for a variety of reasons, but this implementation would be particularly brutal if what they're seriously proposing is to strip public schools of all funding for te remainder of the year. Seriously?? Just finish the year with zero dollars because we're just going to hand out the rest of your operating budget as vouchers?
It also appears that the NCRC has assumed that no schools are actually doing anything right now, that no students in the US have continued learning. Perhaps the craziest juxtaposition here is to put the plug for online resources (you know-- like K12) with the assertion that families deserve money back because their children can't enter the building, as if the building is te most critical part of education.
The one actual lie here is the implication that the parents would just be getting back the money they put in for the schools "their parents' taxes support." But of course all taxpayers support the school, and perhaps the rest of the taxpayers might want their investment to be maintained for the remainder of the year, the staff--who are still working at teaching students--to be paid and the buildings to be maintained.
These guys are either too lazy to pick up a phone and find out what is actually going on in schools, or too greedy to care. But they are not yet done making terrible recommendations:
Additionally, state restrictions on teacher certification should be lifted immediately to free the supply of online teachers and tutors, allowing anyone with a bachelor’s degree to provide K–12 instruction online.
Because if cyber schools are going to cash in, they need access to cheap labor. The recommendations go on to allude to research that "suggests" that teacher certification gets no better results than any shmoe, and of course by results they mean tests scores, because part of the point of the Big Standardized Test is to reduce the aim of teaching, to McDonaldize them job so that any shmoe can do it and employers can pay shmoe-level wages. Ka-ching.
In keeping with the rest of the recommendations, this isn't about helping the country recover so much as it's about turning it into a free market wild west where entrepreneurs can cash in. This is some top grade amateur hour bullshit here. Shut down the schools, give the money to families so that we can pitch our education-flavored goods which, incidentally, are staffed with non-qualified meat widgets, the better for us to cash in. And if a pandemic helps us push the replacement of human-centered professional public ed with private screen-centered amateur run education-flavored businesses? Well, ka-ching, baby.
The National Coronavirus Recovery Commission-- doesn't that sound grand? It sounds like a real official government thing, only it isn't, exactly. It's the project of the Heritage Foundation, a right-tilted thinky tank that has been a major policy player in DC since the days of Ronald Reagan. They've successfully pushed a bunch of policies over the decades, with their one fumble coming in health care-- these are the guys who designed what became Romneycare that became Obamacare, thereby transforming a hyper-conservative policy idea into a policy that conservatives vowed to destroy. If you have wondered "Why don't conservatives come up with their own health care plan?" the answer is that they did-- and it's Obamacare. Oh, politics.
This guy. |
The National Coronavirus Recovery Commission (subtitled "Saving Lives and Livelihoods") is composed of seventeen "heavy hitters" including former governor George Allen, retire Cato chief John Allison, some Heritage Foundation people like president Kay James and--
Well, look. It's Kevin Chavous, the big cheese at K12, the 800 pound gorilla of the cyber school world, the one funded by junk bond king Michael Milken and founded by a McKinsey alum (anoter early investor-- Dick DeVos). They've had more than their share of messes (like the time the NCAA decided K12 credits don't count). But the Trump administration has been good times for them. And Chavous used to help run the American Federation for Children, Betsy DeVos's dark money ed reform group, from which he called for the privatization of post-Katrina New Orleans education. Do I need to add that he has no actual education background?
NCRC issued some recommendations yesterday, and much has already spurred discussion (particularly the "get rid of all the rules" parts), but we're just going to look at the education piece, which, given what I've told you so far, should come as no surprise:
States should immediately restructure per-pupil K–12 education funding to provide education savings accounts (ESAs) to families, enabling them to access their child’s share of state per-pupil funding to pay for online courses, online tutors, curriculum, and textbooks so that their children can continue learning. Students are currently unable to enter the K–12 public schools their parents’ taxes support. They should be able to access a portion of those funds for the remainder of the school year in the form of an ESA.
ESAs are super-vouchers, a voucher that let parents spend public tax dollars with little oversight or accountability. It's a bad policy idea for a variety of reasons, but this implementation would be particularly brutal if what they're seriously proposing is to strip public schools of all funding for te remainder of the year. Seriously?? Just finish the year with zero dollars because we're just going to hand out the rest of your operating budget as vouchers?
It also appears that the NCRC has assumed that no schools are actually doing anything right now, that no students in the US have continued learning. Perhaps the craziest juxtaposition here is to put the plug for online resources (you know-- like K12) with the assertion that families deserve money back because their children can't enter the building, as if the building is te most critical part of education.
The one actual lie here is the implication that the parents would just be getting back the money they put in for the schools "their parents' taxes support." But of course all taxpayers support the school, and perhaps the rest of the taxpayers might want their investment to be maintained for the remainder of the year, the staff--who are still working at teaching students--to be paid and the buildings to be maintained.
These guys are either too lazy to pick up a phone and find out what is actually going on in schools, or too greedy to care. But they are not yet done making terrible recommendations:
Additionally, state restrictions on teacher certification should be lifted immediately to free the supply of online teachers and tutors, allowing anyone with a bachelor’s degree to provide K–12 instruction online.
Because if cyber schools are going to cash in, they need access to cheap labor. The recommendations go on to allude to research that "suggests" that teacher certification gets no better results than any shmoe, and of course by results they mean tests scores, because part of the point of the Big Standardized Test is to reduce the aim of teaching, to McDonaldize them job so that any shmoe can do it and employers can pay shmoe-level wages. Ka-ching.
In keeping with the rest of the recommendations, this isn't about helping the country recover so much as it's about turning it into a free market wild west where entrepreneurs can cash in. This is some top grade amateur hour bullshit here. Shut down the schools, give the money to families so that we can pitch our education-flavored goods which, incidentally, are staffed with non-qualified meat widgets, the better for us to cash in. And if a pandemic helps us push the replacement of human-centered professional public ed with private screen-centered amateur run education-flavored businesses? Well, ka-ching, baby.
Monday, April 20, 2020
MA: Governor Offers Terrible Reason To Re-open Schools
Well, of all the stupid reasons to re-open schools before summer comes, this offering from Massachusetts Governor Charlie Baker has to be among the worst:
One reason Baker said he wants to see schools reopen before the end of the school year would be so students could take tests to determine how far behind they fell due to the pandemic.
Baker has been an ed reformster since he was elected in 2014, complete with ties to the charter industry and threw his own weight behind the ill-fated, dark-money-financed initiative to raise the charter cap.
So it's not exactly a shock to find him advocating for this idea, which is, I should repeat, really dumb.
The governor says he wants teachers and students to know where they stand in May so that--well, study hard over the summer, or prep form the fall, or something. It's a dumb idea.
First, you drag in a bunch of students who haven't been inside school for a weeks and weeks, try to get them re-acclimated, and then plop them down in front of a standardized test that has few-or-no stakes for them.
The test only covers a couple of subjects, and they haven't prepped for it. And when I talk about test prep, I don't mean pre-coaching the answers. That's only one kind of test prep, and a pretty rare kind at that. Test prep is about teaching students the testing language, format and techniques. For instance, it is only in the world of the Big Standardized Test that "reading" means "read a short excerpt from some bland source, then answer some multiple choice questions about it." So teachers bombard their students with practice versions of this. The whole goal of test prep is so that when the peculiar formats and questions of the BS Test land in front of the student, the student responds with "Oh, this again," instead of "what the hell is going on here." The younger the student, the more time needed to prep them for this Kafkaesque game.
Bottom line: Baker can try to drag all the students into school in May to take the BS Test, and maybe most of them will come, but the test results will tell teachers and students absolutely nothing useful.
As for using these results over the summer-- the MCAS results are usually released in the fall. Maybe he has a plan to expedite that-- I mean, he is quoted as saying "so that there’s some idea about things people could work on over the course of the summer so they’re not completely behind when they show up in the fall." I can't even imagine what that looks like-- "Mom, Dad-- my reading score was low, so can I have some MCAS prep books for summer vacation"?
Also, the MCAS has been officially canceled about a week ago (Baker signed the bill and everything). So maybe Baker wants to administer some other test? Or tests? That the systems are going to get from... somewhere? Tests R Us? Or the MCAS people who had previously stood down and gone home would be suddenly be called back to active duty:?
Did I mention that this is a dumb idea?
There are only two potential benefits to opening schools in order to administer the MCAS-- the folks who want to see public schools get failing grades so that charters look more appealing would get that bump, and Measured Progress, the company contracted to operate MCAS (oh, and their subcontractor Pearson North America). No, wait-- Measured Progress is now part of Cognia, which is the new name for the Measured Progress and AdvancED combo, and they offer stuff like "Unmatched expertise to help you achieve visionary goals." They seem fun. Maybe Massachusetts should drag all those students into school to help Cognia keep making money.
Does any of this seem worth sending students back to school in a month under current conditions. Does anyone imagine Massachusetts parents saying, "Well, I'm afraid of the coronavirus, but it is for your Big Standardized Test, so I'm sending you to school."
Anyway, it's not clear exactly what Baker has in mind, but there's no version of this that is not a dumb idea.
Non-dumb idea? When you get back in the fall, let the teachers do what they do every fall-- use their own mixture of formal and informal assessments to figure out what their students know, and then go from there. "Trust your teachers to do their jobs" is a much less dumb idea.
One reason Baker said he wants to see schools reopen before the end of the school year would be so students could take tests to determine how far behind they fell due to the pandemic.
Baker has been an ed reformster since he was elected in 2014, complete with ties to the charter industry and threw his own weight behind the ill-fated, dark-money-financed initiative to raise the charter cap.
So it's not exactly a shock to find him advocating for this idea, which is, I should repeat, really dumb.
This guy has a really bad idea. |
First, you drag in a bunch of students who haven't been inside school for a weeks and weeks, try to get them re-acclimated, and then plop them down in front of a standardized test that has few-or-no stakes for them.
The test only covers a couple of subjects, and they haven't prepped for it. And when I talk about test prep, I don't mean pre-coaching the answers. That's only one kind of test prep, and a pretty rare kind at that. Test prep is about teaching students the testing language, format and techniques. For instance, it is only in the world of the Big Standardized Test that "reading" means "read a short excerpt from some bland source, then answer some multiple choice questions about it." So teachers bombard their students with practice versions of this. The whole goal of test prep is so that when the peculiar formats and questions of the BS Test land in front of the student, the student responds with "Oh, this again," instead of "what the hell is going on here." The younger the student, the more time needed to prep them for this Kafkaesque game.
Bottom line: Baker can try to drag all the students into school in May to take the BS Test, and maybe most of them will come, but the test results will tell teachers and students absolutely nothing useful.
As for using these results over the summer-- the MCAS results are usually released in the fall. Maybe he has a plan to expedite that-- I mean, he is quoted as saying "so that there’s some idea about things people could work on over the course of the summer so they’re not completely behind when they show up in the fall." I can't even imagine what that looks like-- "Mom, Dad-- my reading score was low, so can I have some MCAS prep books for summer vacation"?
Also, the MCAS has been officially canceled about a week ago (Baker signed the bill and everything). So maybe Baker wants to administer some other test? Or tests? That the systems are going to get from... somewhere? Tests R Us? Or the MCAS people who had previously stood down and gone home would be suddenly be called back to active duty:?
Did I mention that this is a dumb idea?
There are only two potential benefits to opening schools in order to administer the MCAS-- the folks who want to see public schools get failing grades so that charters look more appealing would get that bump, and Measured Progress, the company contracted to operate MCAS (oh, and their subcontractor Pearson North America). No, wait-- Measured Progress is now part of Cognia, which is the new name for the Measured Progress and AdvancED combo, and they offer stuff like "Unmatched expertise to help you achieve visionary goals." They seem fun. Maybe Massachusetts should drag all those students into school to help Cognia keep making money.
Does any of this seem worth sending students back to school in a month under current conditions. Does anyone imagine Massachusetts parents saying, "Well, I'm afraid of the coronavirus, but it is for your Big Standardized Test, so I'm sending you to school."
Anyway, it's not clear exactly what Baker has in mind, but there's no version of this that is not a dumb idea.
Non-dumb idea? When you get back in the fall, let the teachers do what they do every fall-- use their own mixture of formal and informal assessments to figure out what their students know, and then go from there. "Trust your teachers to do their jobs" is a much less dumb idea.
The Road Out
Sometimes I use this blog as a sort of macro-- when I find myself engaged in the same pieces of the same argument, it just gets easier to try to hash it all out in one spot so that thereafter I can just point instead of typing it all out again. This isn't very much about education, it's not very carefully edited (in fact, I may well keep adding edits till I get it closer to what I really want--hey, I'm a blogger, not a journalist), and it's not short. You won't hurt my feelings if you just skip it.
My social media pages are overflowing with anger these days; I imagine yours are much the same, even if you only interact with people on your side of things. Worse even than the usual political sniping, I find it kind of disheartening and discouraging. It's as if we as a country, as a society, are emotionally unable to process, let alone cope with, the unfolding crisis.
My social media pages are overflowing with anger these days; I imagine yours are much the same, even if you only interact with people on your side of things. Worse even than the usual political sniping, I find it kind of disheartening and discouraging. It's as if we as a country, as a society, are emotionally unable to process, let alone cope with, the unfolding crisis.
It's not that people just disagree--it's that the human tendency to assume that people on the other side are stupid and/or evil just seems to be out of control. It's not enough for my pro-open-back-up friends have to disagree with people who see a larger threat. They can't just say, "I think that model is wrong" or "This seems like a bad idea." Instead, it's characterizing people who are complying with safeguards as hysterical victims. Governors are fascist, trying to impose authoritarian regimes. Hospitals and medical authorities are cooking the books and faking the numbers because money and Big Pharma.
Meanwhile, on the other side, people who want to re-open the economy are murderous bastards, money grubbing killers intent on lining their pockets with blood money.
And all of them talking about this situation is really, really simple and if you don't see it that way, you are just evil or stupid. All reasonable and rational people agree with me.
Yes, the pandemic has elevated one of the central tensions of our country-- business versus human beings. And I've long believed that we have long been too far tilted to the economics side of that, that we try too often to run the country on a foundation of business values rather than human ones. I even believe that much of our trouble right now is exacerbated by that business emphasis, making us underprepared and making our economy too brittle to handle this, as well as highlighting the ridiculousness of having so many people whose jobs are "essential," but whose pay and health insurance is at the bottom of the barrel. Not to mention our use of measures of prosperity that somehow only really measure how well people at the top are doing.
All that said, humans depend on the economy functioning. If the economic collapse continues or worsens, the first people to be crushed under the rubble will be the non-wealthy. When the bubble burst in 2008, it was not the head of Goldman Sachs who ended up homeless. When the economy tanks, peoples' lives are ruined. Peoples' lives are lost. I do believe that the economy should serve humans, and not the other way around, but a ruined economy is like a lifeguard in a body cast. The people who will get crushed by a unchecked pandemic are also the people who will get crushed by an unchecked economic collapse.
So there are reasons to want to re-open the country beyond greed and power.
At the same time, the coronavirus is not an imaginary threat. Real people have really died from this really contagious virus. It's demonstrably not "just like the flu." And while some sub-groups may be more at risk than others, there is no group that hasn't been touched. Arguing that people under sixty or under twenty are hardly ever killed by it is not that helpful. Here's a bowl of M&Ms-- 99 are perfectly fine and one is deadly poison. Are you going to just grab a handful for a snack?
I'm not any kind of virus scientist (and neither are the people writing all the "Why this isn't really a big deal" articles I keep seeing). But I have friends who are, and I trust them. And I trust the information that tells me that something really contagious and potentially deadly is spreading rapidly around the world and the country. People are scared, and the closer they are to the reality, the more they have personally encountered the deadly effects of this, the more scared they are. Maybe you feel that there's nothing to worry about, but the barest minimum of human empathy should require you to appreciate that people are really afraid. I'd argue that they have reason to be afraid, but if you want to argue that this is all some kind of overblown hoax, I'll argue that you still have to deal with the reality of a whole lot of scared people, and "deal with" doesn't mean simply mock, dismiss, and berate them, nor does it mean circulating baloney from weak sources whose only claim to credibility is that they confirm what you already believe. None of that will get you where you want to be (unless your part of that group that doesn't care where we end up, as long as you get to kick people around on the way).
The "don't take my freedom" crowd has their own set of fear issues which shouldn't be hard to understand for those of us who are disturbed by Trump's repeatedly expressed desire to be emperor. I think they're mostly wrong; when you carry a virus around, you are making choices for other people. The right to drive does not include the right to drive drunk. But I get that they're worried about the State coming to get them. They've been fed a steady diet of that fear by folks who gain money and power from it, but that doesn't mean they don't actually feel the fear.
All of this would be easier to navigate if we had solid information and actual data (well, somewhat easier, since we live in an age in which people feel entitled to both their own opinions and their own facts). We don't, and we're apparently going to be subjected to an endless subsidiary argument about why not. We could get started on the problem now, but Trump lacks the ability to function as either a useful President or useful human being in this situation. The better hope is that, as they figure out that DC has rendered itself irrelevant, other leaders and authorities will somehow get the kind of testing in place that's needed in order to get a grip on things. How infectious is this stuff? What are the mortality and morbidity rates? How is transfer best slowed down? We don't really know, and we won't know until we get testing running at the level needed to generate useful data.
And the politics that has polluted the issue means that some folks are actively working to obscure rather than unveil information. And no, I don't see this as a both sides do it issue-- Trump and the GOP are working far harder to rewrite events into a politically useful form than the Dems are.
As for the "I have no obligations to any other people except myself" crowd-- I don't know how to explain to you that you should care about other people, though I might point out that much of what is upsetting folks right now is that other people have stopped taking care of them in a seamless and easy manner, so maybe you could flip that around and see your own effect on others. But this one has always stumped me. There are no self-made, self-sufficient people in this country--not a single one. If you think you don't owe anyone else anything because you made yourself, you are deluded.
For veterans of the education debates, it should not be news that on all sides you will find people who are in many ways dire opponents. Opposition to Common Core brought together people who are staunch believers in public education and people who would happily see it eliminated. So yeah-- some folks are seriously concerned about both the problems of a shuttered economy and the threat of a pandemic, and some folks are angling for a political advantage, and some folks are super-sad that their ability to do whatever they want has been impinged on, and some folks think that if it hasn't happened to them it just doesn't matter.
And the politics that has polluted the issue means that some folks are actively working to obscure rather than unveil information. And no, I don't see this as a both sides do it issue-- Trump and the GOP are working far harder to rewrite events into a politically useful form than the Dems are.
As for the "I have no obligations to any other people except myself" crowd-- I don't know how to explain to you that you should care about other people, though I might point out that much of what is upsetting folks right now is that other people have stopped taking care of them in a seamless and easy manner, so maybe you could flip that around and see your own effect on others. But this one has always stumped me. There are no self-made, self-sufficient people in this country--not a single one. If you think you don't owe anyone else anything because you made yourself, you are deluded.
For veterans of the education debates, it should not be news that on all sides you will find people who are in many ways dire opponents. Opposition to Common Core brought together people who are staunch believers in public education and people who would happily see it eliminated. So yeah-- some folks are seriously concerned about both the problems of a shuttered economy and the threat of a pandemic, and some folks are angling for a political advantage, and some folks are super-sad that their ability to do whatever they want has been impinged on, and some folks think that if it hasn't happened to them it just doesn't matter.
But I titled this post "The Road Out." So here's what I think about that.
First, it would help if people could be kind. This is a scary, difficult time-- on many levels for some people who are worried not just about the virus but about things like food and shelter and the hope of having an income again some day. We aren't all in this together; some of us are getting hit hard and some are not. Do not assume that because everything's great at your house, everyone who complains is just a whiner. Our situations are widely varied and wildly specific. If your situation is good, be grateful, and show that gratitude by treating others well.
Assume good intent, but when someone tells you who they are, listen. You may want to ding me here for my comments about Trump and his uselessness in this kind of crisis as well as his lack of human virtue and his unfitness for the Presidency, but I've been watching Trump for forty years or so, and he's always been pretty direct about telling us who he is, and I believe him. There are reasonable, rational people of good intent on almost every side of this thing--assume you are dealing with one of them until they convince you otherwise.
At the same time, don't be a dick. I hear from former students about people who are crappy to the workers in stores and fast food places, as if these employees are agents of Deep State oppression. If you are actively trying to make life more miserable for someone, just stop. That includes trying to make people feel bad for disagreeing with you on Facebook. And that includes passing on things you haven't verified. Seriously. Like the radio caller who said that hospitals are getting paid $39K for each COVID death, so they're lying about it. The same people who think that school shootings are faked are out in force again, and I believe deeply and fervently in free expression but with great power comes great responsibility and somehow people have got to stop amplifying this bullshit, because it hurts us as a country in profound and lasting ways. So I don't care how much you love that the article or meme you found supports your chosen point of view-- you have got to do your due diligence before you post.
Second, adjust expectations. We will not come out of this overnight. There will not come a magical morning when our leaders will announce, "Okay, it's all gone. Everyone can get back to their normal stuff." Nor will there be a magical, "Hey, everyone admits it's not really a problem, so we can just cancel all the precautions and just re-open everything again." And even if those magical moment actually occurred, all the frightened citizens are not going to say, "Cool! Yesterday I was afraid for my life, but now that you've said that, all the fear is completely gone."
I agree with those who say it's going to be a game of steps. When much decrease in viral spread is enough? How much of the economy can be re-opened? Re-pose those questions over and over and over. Between round of the questions, collect a mountain of test data so that we can see how it's actually going.
Governors could open schools and businesses tomorrow-- but who would go? In my neck of the woods there are businesses that shut down before the governor ever issued any edict. Certainly there would be some folks right there when the doors opened. And after the spread of COVID-19 that followed, how hard would it be to get people out of their homes the next time?
This will all be complicated by the other issues we have to navigate. A Presidential election. A shredded social safety net. It turns out when you shrink government until it can be drowned in a bathtub, it's not much help with a pandemic or the accompanying economic mess; we should probably talk about that, and I'm sure there are people who won't want to have that conversation at all. We need to talk about health care. We need to talk about why some people got hammered so much harder by this mess than others. We need to talk about how to come up with a government that can help when it's needed without overreaching. We need to talk about how urban solutions are a bad fit for rural areas. And we'll have to have these conversations in the midst of a swirl of attempts to write and rewrite history.
I'm really hoping that none of that gets in the way of getting the country up and running again, whatever that is going to look like.
None of this is going to come with easy answers, and it is ripping the thin cover off problems we were already successfully mostly ignoring, so now we get to debate about those, too.
None of this is going to come with easy answers, and it is ripping the thin cover off problems we were already successfully mostly ignoring, so now we get to debate about those, too.
We’re About To Hear Many Suggestions About How To Reshape Education. Here’s How To Sort Them Out.
The vast majority of the nation’s schools have pressed pause due to the current pandemic. In many areas they will stumble through the remainder of a year that will little resemble an ordinary year. This is already prompting many folks to declare this a golden opportunity to reconsider some of the traditional features of U.S. schooling.
If we’ve got to have school without grades, without desks and rooms, without set hours for meeting anyway, why not consider how to play with these features to create better school systems? Lots of folks have thoughts. Some of the ideas that emerge will be useful and worthwhile, some will be opportunistic profiteering, and some will be baloney.
Here are some clues to sorting the educational wheat from the opportunistic chaff.
Who is pitching the idea?
Teachers know the system better than anyone; they are, in fact, the leading experts on public education in this country. Most teachers have spent their entire career thinking and talking about how to make the system better serve students. They’ve already started talking about how this crisis could present opportunities (here’s one such conversation in action).
When you’re considering a hot new idea for education, consider the source. Look the pitcher up—do they have any educational training or experience at all. Note: if they spent two years in a classroom before starting their career as an educational entrepreneur or thought leader, that doesn’t count. And if their bold idea just happens to involve a program produced by a company they run or invest in, well, that doesn’t necessarily mean their idea is a bad one, but it certainly is reason to examine the goods carefully.
Has the idea been field tested?
Is there any evidence that this bold new idea might work? Has anyone ever tried it? Do we know how that went? And if formal research is cited, did it come from a peer-reviewed third party study, or was it in-house research by the same folks selling you the solution?
Check also to make sure that the evidence matches the bold idea. Folks trying to sell computer-guided lessons have often cited a forty-year-old study about the benefits of having a tutor, as if having a personal human tutor is the same as doing worksheets on a computer screen.
Does the idea fit the problem?
Some folks do an excellent job of identifying an issue, but then take a huge leap to get to their proposed solution. No matter how compelling and clear their statement of the issue may be, you should still press for an answer to that most critical question, “And how, exactly, does your idea fix that problem?”
Are computers involved?
Advanced computer technology has opened up many possibilities in education. But ed tech’s defining characteristic continues to be its tendency to promise far more than it can deliver. Ed tech promoters have learned that parents don’t get very excited about proposals that sound much like “We’ll have your child sit and work at a computer screen for hours.”
But often that’s exactly what a pitch for “personalized learning” or “adaptive instruction” or “putting the emphasis on learning instead of seat time” actually mean—spend more time working at a computer screen. While such an approach will probably improve someone’s bottom line, there is little evidence that it will improve a student’s education.
Does the idea sound fully formed and polished?
If it does, that’s a bad sign. The U.S. education system is complicated and complex, with millions of moving parts. Most of the current “solutions” are the result of compromise and experimentation over decades. Anyone who claims to have a new solution that is quick, clear and simple to implement is either delusional or selling something. Any useful ideas that come out of this period of opportunity will have rough edges and questions that can’t be answered until we give it a try—and they won’t be good answers for everyone. When it comes to education, one size will never fit all.
The current pandemic creates opportunity for change, both for educators and for disaster capitalists. It will take some care and attention to make sure we’re listening to the right voices.
Originally posted at Forbes.com
Sunday, April 19, 2020
ICYMI: It's Not Normal Until It's Not New Edition (4/19)
In other words, there's no such thing as a new normal. But here we are anyway. Have some reading to pass the time.
My Transition To Emergency Remote Teaching
As always, I would like to be as smart as P. L. Thomas when I grow up. Here, while reflecting on his own transition, he offers insight on what is or is not right with remote teaching.
A Dozen Good Things That Could (Just Maybe) Happen As A Result Of This Pandemic
Nancy Flanagan has some optimistic thoughts about where we could end up when all this is done.
No, Everyone Is Not Homeschooling Now
From the blog a Potluck Life, a few thoughts from a homeschooler about how to just relax about this whole schooling at home thing.
Are charter schools public or private?
Jan Resseger takes a look at the recent attempts by charter schools to identify as public or private depending on which designation brings in the most money.
David Berliner: Hoe Successful Charter Schools Cull and Cream
Berliner is one of the top academics looking at ed reform. Here he is guesting at Diane Ravitch's blog to offer some insights into how, exactly, charter schools control which students they serve.
Teachers Could Retire In Droves
Andre Perry looks at what might happen if teachers decide that this is just the last straw and looks like a good time to finally retire.
What Teaching Looks Like Coronavirus
Well, I'll be. Some reporters at NPR decided to talk to actual teachers about the effects of the pandemic pause. Imagine that.
Google classroom app flooded with 1-star reviews
Students have one way to voice their opinions during crisis schooling.
No, this is not the new normal
Robert Pondiscio checks in at the Fordham blog with some level-headed thinking from the reformster side of the tracks. No, remote learning is not about to become the primary form of US schooling.
Screens and worksheets aren't the answer
Rae Pica takes to Medium to stand up for sensible education ideas for the littles.
What a Global Pandemic Reveals about Inequity in Education
Christina Torres on Medium to alk about the big fat underlining of inequity that has occurred under the current crisis.
Online Learning Should Return To A Supporting Role
The New York Times offers this from David Deming: "Winner-take-all economics and cost-cutting may make many in-person lectures obsolete, but the best education continues to be intensive, expensive and done in person."
My Transition To Emergency Remote Teaching
As always, I would like to be as smart as P. L. Thomas when I grow up. Here, while reflecting on his own transition, he offers insight on what is or is not right with remote teaching.
A Dozen Good Things That Could (Just Maybe) Happen As A Result Of This Pandemic
Nancy Flanagan has some optimistic thoughts about where we could end up when all this is done.
No, Everyone Is Not Homeschooling Now
From the blog a Potluck Life, a few thoughts from a homeschooler about how to just relax about this whole schooling at home thing.
Are charter schools public or private?
Jan Resseger takes a look at the recent attempts by charter schools to identify as public or private depending on which designation brings in the most money.
David Berliner: Hoe Successful Charter Schools Cull and Cream
Berliner is one of the top academics looking at ed reform. Here he is guesting at Diane Ravitch's blog to offer some insights into how, exactly, charter schools control which students they serve.
Teachers Could Retire In Droves
Andre Perry looks at what might happen if teachers decide that this is just the last straw and looks like a good time to finally retire.
What Teaching Looks Like Coronavirus
Well, I'll be. Some reporters at NPR decided to talk to actual teachers about the effects of the pandemic pause. Imagine that.
Google classroom app flooded with 1-star reviews
Students have one way to voice their opinions during crisis schooling.
No, this is not the new normal
Robert Pondiscio checks in at the Fordham blog with some level-headed thinking from the reformster side of the tracks. No, remote learning is not about to become the primary form of US schooling.
Screens and worksheets aren't the answer
Rae Pica takes to Medium to stand up for sensible education ideas for the littles.
What a Global Pandemic Reveals about Inequity in Education
Christina Torres on Medium to alk about the big fat underlining of inequity that has occurred under the current crisis.
Online Learning Should Return To A Supporting Role
The New York Times offers this from David Deming: "Winner-take-all economics and cost-cutting may make many in-person lectures obsolete, but the best education continues to be intensive, expensive and done in person."
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