Dear Mike Bloomberg: No

Michael Bloomberg, former NYC mayor, failed Presidential candidate, and rich guy, took to the pages of the Washington Post to argue that Joe Biden should keep schools open this summer. 

Bloomberg says that we are facing "the greatest challenge to public education" since schools defied Brown v. Board of Education. He says that "the evidence that remote learning has been disastrous for children, especially those from low-income families, could not be clearer." Well, yes, it could. There aren't many teachers, students or parents saying, "This remote stuff is great--we should do it all the time." But we don't have much actual evidence about how disastrous any of this has or has not been (and no, the "research" about Learning Loss doesn't fill that bill). Bloomberg also seems to be nodding at Raj Chetty's highly debatable work when he declares that the "harmful effects" will be "worsening racial income and wealth gaps" for generations.

Bloomberg says to follow the science, which "strongly supports reopening schools," which is not that strong an endorsement, but that's beside the point anyway, because Bloomberg here sorts himself with the folks who always stop that sentence before they get to the subordinate "if" clause-- "science strongly supports reopening schools IF PROPER MITIGATION STEPS ARE TAKE." Sorry. I hate to shout, but some folks just keep skipping that part, and unfortunately, some of those folks are in charge of school districts. 

If that omission isn't enough to clarifying where Bloomberg is coming from, we can also take his note that it's good that Biden prioritized vaccinations for teachers because it "will help persuade more of them to return to the classroom." The vaccination won't provide protection for them--just leverage to push them back. 

He should make it clear to states and districts that the time for excuses is over.

Excuses. This thread keeps emerging, that teachers are just making excuses to avoid going back into the building. What they are trying to make excuses for is never clear. Excuses for wanting to avoid death and disability for themselves and loved ones? Maybe, but is that really something a person needs to make excuses for? Some folks hint darkly that the union is plotting to get twice as much money for doing no work, as if teachers don't actually want to teach, but just got into education as part of a long con to be fat, rich, and lazy. I have an awfully hard time believing this. Well, whatever it is schools are trying to excuse, Mayor Mike says it's time to knock it off.

Bloomberg also notes that there is plenty of unspent CARES money for schools lying around. Biden should have used that and the new money to force schools open, but that ignores the local conditions on the ground, where we find a large number of parents are getting exactly what they want, whatever that happens to be.

But all of this is just a warm-up to Bloombertg's main proposal:

To have any hope of catching up, the school year cannot end in May or June. Canceling summer vacation may not be a popular idea, but it is a national imperative during a historic crisis.

Biden should push states to run a universal summer school. The stimulus funding will help states pay teachers to work over the summer, and to make facility upgrades as needed to ensure socially distanced classrooms and properly ventilated buildings. Buy fans, open the windows, set up tents and serve lots of water — whatever it takes to prevent children from falling further behind. We cannot let a little heat and humidity doom their futures and devastate our country’s.

The grandiosity here is, well, epic. Without summer school, students are doomed. Just buy some fans and open some windows. Buildings with ventilation problems? Just, you know, call in some contractors and renovate them, presumably over some weekend while school is not in session. Bloomberg writes with all the sense of a guy who hasn't met an actual child in years, who is upset that a bunch of widget assembly line workers have been off the line while the corporation falls behind on its quotas of deliverables. Certainly not like young humans in desperate need of a chance to play and run with friends and find their way back to something like a normal life.

As for teachers, Bloomberg gets into scolding mode, much like Matt Bai and his stern reminder to teachers that they are servants and had damned well better start acting like it. 

His first responsibility is to the citizens and children, not the teachers’ unions, and that means it is time for him to say publicly what has been gone mostly unspoken for far too long: Teachers are essential workers. Our children need them in classrooms, and so does our whole country — not just this spring, but this summer, too.

Taxpayers, says Bloomberg, have been footing the bill for "unproductive stay-at-home instruction" (because "productivity" is a thing in education, just as it is in widget assembly lines). 

When it comes to education, Bloomberg stays well-stuck in the neoliberal past. He decries the "achievement gaps that consign so many Black and Hispanic students to dim career prospects," as if economic inequity is solely the result of disparate scores on a single Big Standardized Test. Adn while he demands that those test score gaps be closed, he does not offer any insight into how that feat can now be achieved after twenty-some years of failure to do so.

So Bloomberg wants us to stick students in summer school so we can boost test scores. This is a view of students as test-score generators and not human beings. Those who are actually talking to students are hearing a desperate need to get back to some sort of human normalcy again--not summer school. As laid out by Nicholas Tampio (also in the Washington Post), what students really need is to play.

Or if you prefer a more "grown up" explanation of what's needed, turn to Abraham Lincoln, who famously observed "Give me six hours to chop down a tree and I will spend the first four sharpening the axe." For a full year we have been trying to cut down a tree with an increasingly blunted axe. Mike Bloomberg wants us to keep whacking away with the busted stump of an axe, because if we aren't out there swinging the by-God axe, then no work is being done, no widgets being made, no deliverables coming off the line. But Bloomberg is wrong; what students need this summer is a chance to stop and sharpen their axes. 

The Greatest Testing Stories Never Told

As testocrats continue their full court press to back up the Biden  edict that 2021 Big Standardized Tests must occur, it's worth remembering that we have been doing this for twenty-ish years.

That means that we are long past the point when tests should be sold based on the wonderful things they are going to do; instead, we should be hearing about all the wonderful things they have done.

For instance, instead of arguing that the BS Tests are a necessary tool for addressing pandemic-exacerbated inequity, testocrats ought to be telling the story of how BS Test data has helped erase inequity in the past. 

We should be hearing the story of East Egg High School where, armed with BS Test data, the school closed the achievement gap. "We crunched that data," says Principal Hiram Pothetical, "and within just a few years, our achievement gap and equity issues had disappeared."

Or maybe the "we need tests to target resources" crowd could be telling us the stories of schools across the country where, armed with BS Test data, state legislatures raced resources and support to those schools that looked as if they were in trouble, and within a few years, the school was totally recreated as a high-achieving model. Hell, even in states where "target for resources" actually turned out to mean "targeted for resources and take-over by privatizers," there are no success stories to point at. (Spoiler alert: "By creaming the better students, we were able to create a school with better test results" is not a success story.)

Nor have we heard the story of the teachers who depend on the BS Test results to figure out how their students are doing. As NEA and AFT argue against 2021 testing, we aren't hearing the story of how member teachers are hollering, "The hell you say. We need those tests!" (And if you think the rank and file aren't capable of that kind of uproar, I'll refer you back to the huge pushback on union leader support for Common Core and the push to oppose Arne Duncan). But in fact, the one thing that the many voices pushing for 2021 testing have in common is that they are almost exclusively not teachers.

Not even the story of how a generation raised with omnitesting went and pushed the NAEP scores right through the roof.

These stories aren't told for the same reason you can't go to the circus and see yetis riding on unicorns while playing bagpipes built out of skittles. Test-centric score-driven education has had decades to show the wonders it could accomplish. Back in the earlier days, the excuse was "states aren't doing it right" and "we have fifty different testing systems." But NCLB and RttT were supposed to fix all that. And yet, testocrats still have no signature successes to point to. Test-driven education has been tested, and it has failed. Not only has it failed, but it has turned out to be hugely expensive, financially, educationally, and psychologically. 

We don't need the tests this year, and part of the proof lies in all the great test success stories that after all this time are still not being told.

ICYMI: In Like A Turducken Edition (3/7)

So it's March, and we're beginning the celebration of the one-year anniversary of the Last Time We Did That Normal Thing. Really looking forward to that.

In the meantime, I am continuing to work out the balance between all my old gigs and the new one handling the Hey Look At This blog for the Network for Public Education, which you should definitely check out, but which will definitely share some overlap with this regular Sunday piece (and my Twitter account) but you can decide how you want to stay caught up on stuff. I'm just going to keep flinging it out into the void.

So here we go.

The Brief Distressed Life of a Virtual School

The indispensable Mercedes Schneider with the tale of one more cyber-school that didn't quite make it.

A Half-dozen Things You (Could Have) Learned in School: Lessons from a Pandemic

Nancy Flanagan has some thoughts about the real hard lessons of the pandemic when it comes to schools (and not the ones we thought we were going to learn a year ago).

Using Big Data, Artificial Intelligence and Algorithms to Guide Education Choice

Here's Accountabaloney with what I think is a really important piece of the growing push for choiciness and its marriage with technofaith in AI. 

Divides? We Got 'Em!

From Eduwonk, not a usual source here, this uncredited piece (probably Andrew Rotherham) is one of those things that is worth a thought, even if you decide to argue with it.

Civility and the Steady Retreat from Truth

Not sure how I missed this a week or so ago, but better late than never for this insightful essay from Paul Thomas about the tension between civility, truth, and the general ugliness we're all soaking in these days.

Three Leaders Defending the Schoolhouse Door

If you were not able to catch the on-line chat between Diane Ravitch, Jack Schneider and Jennifer Berkshire, Fourth Generation Teacher's blog has a good summary of the talk. Also, if you haven't bought Schneider and Berkshire's book yet, get on that.

Biden Administration's push for standardized tests irks teachers union

Politico has a half-decent summation of the many reactions to the testing decree. Plus the headline is handy for sharing with all those people who were certain that Biden would be in the union's pocket.

Biden and Cardona see light at the end of the tunnel for education

This week FLOTUS and the USED secretary visited a school just up the road from me. It was an interesting choice--rural and in the heart of Trump country, You probably didn't hear about it because now we're back to a country where the USED secretary doesn't say something awful every time they step outside the office. But here's how local-ish media covered it, complete with video.

Idaho Republican votes against early childhood education because--oh no! Really?

In incredible news of the week, we have this guy who thinks early childhood ed is bad because it makes women get all uppity.

A college president worried about the risks of dorm isolation. So he moved in.

From the New York Times, an unusual story of college leadership.

Student Online Speech Case

Easy to lose in the shuffle, but the Supreme Court is looking at a case that will test just how much reach a school has when it comes to students on social media. The Biden administration and various other groups have chimed in. Mark Walsh is reporting at EdWeek.

I am Not a Good Teacher

From the blog Your First Black Friend, a thoughtful meditation from someone who is eight years in. 

Group that approved South Dakota college without students rebuked

You may recall the college that was getting federal aid, but had no actual students. Looks like something may finally happen with that mess that Betsy DeVos didn't help at all with. (Why does it exist? Probably as a visa mill.)

Better Writing Assessment: Do Something Right

If you aren't ready to take the no-grade plunge (or your particular corner of the pool will never support that choice), there are still ways to shift your thinking about assessing student writing. 

One of the biggest is to move away from focusing on deficits and mistakes.

Avoiding mistakes is not a useful focus for writing. For one thing, not making mistakes is an easy path to mediocrity. You can play the game without making any mistakes and still lose. You can perform the piece of music without a single wrong note or missed entrance and still be boring and bland. You can step out on stage, remember every line, hit every mark, and still be forgotten five seconds after the final curtain falls.

It is not enough to not do something wrong. You have to do something right. We've reached the point where software can write mediocre essays, and we've been stuck for years at the point where software can tell if a student has produced, at best, a mediocre piece of writing (though it also may fail to notice if the essay is far worse than mediocre). That's because all software can do is sample a gazillion chunks of what has been written before and kind of mush together and spit out a homogenized version of it. 

Human writers should do better than that. They should bring something new to the table, some piece of their own personality, some synthesis or growth that's new to them. They should strive to be more than safely bland.

For the classroom teacher, fostering the braver, better attitude means a particular mindset. It is easy, especially if you are not super-confident about your writing instruction and assessment skills, to stick with the deficits and mistakes model, to spot the student 100% to start with, and the subtract every time you find a problem. It's easy for everyone, and students recognize the model from every test they've ever taken where the teacher's role is to "correct" the test by marking everything that's "wrong." 

But the lesson here is to take no chances, attempt nothing you're not certain is okay, The lesson here is to be the person at the party who says nothing that might bother anyone, so that at the end of the evening you have offended nobody--and nobody remembers who you were. The lesson is to be a timid, mediocre writer who gets by. 

Work with a positive focus. Spot your students 50% for getting words on the paper, and then start awarding points for what they do right. Give them back papers that include circles and underlines and exclamation points next to the best parts. This gets them to stop looking for red-lined "mistakes" to avoid next time and moves them to focus on what they could strengthen, what strengths they have to build on. 

Doing so not only makes for better writers, but it more clearly turns writing assessment into writing instruction. Focusing on deficits and mistakes turns assessment into whack-a-mole, only your students are the moles and what they learn is to never stick their heads out of the hole. Focusing on strengths and growths is about feeding the plants in the garden and helping them grow.

There are other ways to implement this sort of change. I love the teacher who has her students aspire to get a "publishable" at the end of rewrites. Or "3" if it's a rough draft, "4" for the edited version, and "5" for a final copy. 

I'd also argue that this mindset is useful in classes outside of the English department, and that using this approach is what elevates written assessments above simple objective tests, no matter what the content is. 

As with all advice about writing instruction, there is nothing new here, nothing that lots of other writing teachers don't already know. Still doesn't hurt to repeat it. Also, hat tip to John Warner whose piece took my mind back to this aspect of writing instruction. 

Update: Chester Upland's Mysterious Missing Money

The Chester Upland School District frequently gets the adjective "embattled" in front of its name, and it has earned that name by suffering every hardship ever inflicted on a school district. Most recently, it has been the target of a plan to chop the district up and sell the parts off to various charter school operators.

But suddenly, this week, new issues. The story was first picked up by the Delco Times, and in that version, the FBI has descended upon the southwestern PA district. Yesterday the Philadelphia Inquirer's Maddie Hanna and Vinny Valla covered the story as well, and the narrative is morphing. In their version, the FBI makes no apearance and this is just an inquiry by the county DA.

But central to all versions of the story are "millions" of missing dollars.

Juan Baughn is the state's current receiver (the district has had several at this point) who moved directly to that job from the superintendent's position in the district. His explanation is, well...

Juan Baughn, the receiver overseeing the school district, said it contacted law enforcement after it didn’t receive “millions” of dollars in a subsidy payment due last week from the Pennsylvania Department of Education.

“Our system, between us and Harrisburg, somehow was hacked,” Baughn said Thursday. “It’s a cyber issue.”

This is an extraordinary story, and it raises many questions. Can one really "intercept" a cyber-transfer of money, like catching a migrating sparrow in a net? And if someone has that capability, would one use it to steal from the state and a local school district? And, okay, maybe there's a unique vulnerability between the PDE and schools, but if you were going to steal from a school district, why steal from one of the poorer districts in the state? Why not steal from the very wealthy districts right next door?

And then there's this weirdly non-specific explanation from Baughn:

Baughn didn’t specify how much money the district believed had gone missing — “I’ve heard so many numbers that I don’t want to give a number” — but said it was “in the millions.”

But there has to be a number. You know how much the PDE thought they were sending. You either got all of it, some of it, or none of it. How can this be a mystery? The Inquirer says that the district solicitor reported the crime to the DA--what did thy report? "We seem to have been ripped off for some amount of money"? And then a few paragraphs later, Baughn offers that the idea that the paymebnt was hacked is his "suspicion." Based on what, exactly?

The PDE also, mysteriously, had nothing to add except they can't comment and "this matter does not any compromise of PDE systems of data." So whatever hacking may have occurred, it did not occur on their end. 

I asked a person close to the district how this was playing on the ground. Does anybody believe this. They said nobody buys this story. 

According to the Inquirer, the district has asked for an advance of funding from the state so that it can pay the bills, which will have a familiar ring to CUSD teachers who have foregone pay twice before in the last decade. 

So, to sum up, some amount of money is missing, spirited away somehow. The FBI may or may not be involved, and the district may or may not have been hacked. Stay tuned, because it appears that we still have some facts to sort out.

Arizona Mounts Further Assault On Public School Teachers

Arizona has lost its damn mind, this week passing some of the stupidest, most aggressively anti-public ed laws anywhere, including an absolutely insane law requiring teachers to file lesson plans a year in advance.

Arizona has always been a strong contender for most anti-public education state in the county. They've had trouble convincing teachers to work there for years (at one point they were recruiting in the Phillipines), using the one two punch of low salaries along with rock-bottom spending on classrooms (this is the state where the house GOP leader contended that teachers were just working second jobs so they could buy boats). In the meantime, they have done their best to foster charter profiteering and set up vouchers at the expense of public ed. Did I mention that Arizona is the Koch home base?

There was no reason to be surprised when Arizona's teachers rose up in revolt. Governor Ducey made noises about recognizing the problem, but he's been trying to slap teaches around ever since. Arizona legislators have come after teachers and public schools before, but this week is really something special.

This week Ducey issued an executive order requiring all schools to return o in-person learning by March 15, with exceptions only for the counties (there are three) with high transmission--there, the middle and high schools can stay remote. No other exceptions, no consideration for local concerns, issues, situations, etc. 

But now for the legal highlights of the week.

SB1058 is the one I mentioned above. In this bill, every school (charters get hit with this foolishness, too) must, by July 1 of each year, post, where parents can see it, all lesson plans, materials, activities, textbooks, videos, online stuff. Parents in Arizona already have the right to review all materials, so nthis is just a next step. "It should be reasonably easy to access the information." This bill passed the Senate on Tuesday.

This is more than just an unnecessary burden on teachers. It's more than just a way to legislate bad teaching (if you already know what you're doing in class on a particular Tuesday five months from now, you are not doing a great job teaching). It also makes each teacher's lesson planning--their professional intellectual property--open to the public. Starting a charter school but you don't know a damn thing about teaching? Just log on and lift your curriculum, scope, sequence, plans, etc from any actual teacher.

SB1400 allows students to get a school credit for outside course, working at a job, playing in a non-school sports league, performing in a non-school music group. Which of course opens the door to schools simply eliminating arts and phys ed teachers; maybe ditch the STEM, too. Of course, this will be far more useful to rich kids who have access to all sorts of out-of-school resources.

SB1783 has been pitched as a tax break for small businesses, but the Arizona Center for Economic Progress is among the many critics who say otherwise:

The only people who would want to use the “alternative tax filing” method provided by this bill are rich or very high-income individuals who want to exclude the profits from their businesses, trusts and estates so they don’t have to pay their fair share in taxes to support Arizona’s public schools.

Previously, Arizona voters passed Proposition 208, which levied a surcharge against business super-profits to help fund education. Prop208 was unsuccessfully challenged in court, but this bill would let wealthy folks do an end run around it. The bill would gut school funding by something like $600m every year.

SB1108 is a pro-business bill that reduces the tax payments for businesses, meaning that either homeowners pick up the difference or schools just suffer another cut.

All of these have passed the Senate and are headed for the House. Meanwhile, in the house, we've got HB2840, which makes it legal to have a firearm on school grounds as long as it's not visible and in your car. That's only for 18 years and older, so "Bring Your Deadly Loaded Firearm To School Day" will be for seniors. Freshmen will have to wait their turn.

Honestly, the loopy lesson plan law would be enough to convince me to get out of an Arizona classroom, but all of this is part of a pattern of attempted gutting of public education. Arizona is also one of several states where the GOP is working on how to manage minority rule, to still stay in power and keep democracy from getting in the way. 

All of this comes on the heels of a massive voucher expansion in Arizona, worth noting because it was one more example of the state's GOP working in direct defiance of Arizona voters, who decisively rejected voucher expansion just two years ago. 

It's an ugly frustrating mess. What exactly is your next move if you're in a state where the reaction to "If you keep this up, you'll destroy public schools" is "Good."Jeb Bush is a big fan of Arizona's work, mostly because it so closely follows his own playbook in Florida. It all points to an ugly future in which the wealthy can buy the education they want and not have to pay taxes to educate Those People's Children. 

 

Breaking: FBI Investigating Chester Upland District Finances

Chester Upland School District has been through the wringer, suffering through just about every problem a school district could face in the last century. Most recently they have been facing a state receivership and an administration that seems anxious to convert them to charter schools, the first district in Pennsylvania to be official dismantled, gutted and sold for parts.

Today, more trouble--at least for some folks:

The FBI and Delaware County District Attorney Jack Stollsteimer are investigating are investigating millions of dollars worth of missing funds in the Chester Upland School District, sources close to the investigation confirmed late Wednesday.

The DA's office became aware of the situation Monday. 

If this sounds fairly sedate, the rumors circulating are considerably less. Talk of a money-laundering scheme run through the district, with the FBI raiding the administration offices and collecting all computers, servers--the works.

Financial issues have been at the heart of district issues for years, with the state at one point declaring that the record keeping was such a mess that an audit couldn't even be completed. Missing money has been a repeated issue in the district, resulting in years when staff has been asked to defer payment. Those financial issues have been exacerbated by aggressive charter expansion in the city; at one point, CUSD had the distinction of sending more money to charter schools than it received in support from the state.

District receiver Juan Baughn (who recently retired from the district superintendent post) tried to tamp down rumors of district in-house shenanigans, saying that itv was hacking thing. "It was a hacking issue related to our funds that we get from the PDE." That would be a first in the state. Baughn says they turned the hacking info over to the DA immediately; he offered no explanation of how the FBI became involved. It sounds uncomfortably like "I didn't write that terrible tweet--somebody must have hacked my account."

Very little official information is available right now. I'm keeping my eyes peeled and will post more when I know more.