ASD Reformers Claim They Can Achieve The Impossible

Gary Rubinstein has watched a conclave of uber school reformers in places like New Orleans and Tennessee, so that you don’t have to.

He discovers some amazing things about their amazing claims of success:

1. They don’t have any secret recipes (other than firing lots of teachers and turning the schools over to private entities)

2. These claims of success are not actually backed up by any data

3. For the most part, these outlandish promises (like going from the bottom 5% to the top 25% in 5 years) are simply advertisements designed to get money

Here’s the link:

https://garyrubinstein.wordpress.com/2015/07/05/the-three-stooges-of-school-turnaround/

Definitely worth reading.

Bob Shepherd on what teaching is really like

An excellent description of how insanely hard teachers have to work, and why I am so glad I was able to retire before having a nervous breakdown or dying from stress and overwork. For many, many workers, including teachers, the idea of a ‘mere’ 40-hour work week is a joke. There is no possible way to get all the required tasks done even with a 100-hour work week, which ought to be illegal.

The only remedy is much, much smaller class sizes – like what they have at the very best private schools.

(This is from Diane Ravitch’s blog, but written by Bob Shepherd)

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For many years, I held various jobs as a publishing executive (in later years at very high levels). I thought that I worked very, very hard.

Then I returned to teaching.

Everything I did before was a vacation by comparison.

Teaching is relentless in its demands on one’s time and energy. I came to school this year and found that I had 190 students, 3 minutes between classes, no prep period on half my days, car line duty in the morning, 20 minutes for lunch, two extracurricular activities to coach (including plays to produce), administrative meetings one day a week after school, 20 detailed lesson plans to prepare each week (specifying the class, period, standards covered, lesson objectives, assessments used, bellwork, vocabulary covered, and ESOL strategies and 504 and IEP accommodations employed), a requirement that I post 16 grades per quarter per student (for 190 students for 4 quarters, that’s 12,160 grades in the school year, or 67.56 grades per day), enormous amounts of paperwork (filing, photocopying, keeping a parent/teacher log, filling out reports of many kinds, preparing class handouts and tests, keeping attendance logs, posting grades), many, many special meetings (parent-teacher conferences being among the most frequent), and classes and tests to take to maintain my certification.

If I assigned a five-paragraph theme to each of my students, I would have 950 paragraphs to read–roughly the equivalent of a short novel.

Basically, there isn’t enough time for ANYONE–even the greatest of teachers–to do the job at all adequately. This is the great unspoken truth about teaching. This is the real elephant in the room. If you want to improve teaching and learning, you have to give teachers more time–MUCH, MUCH MORE TIME.

And somehow, with all those demands, you are supposed to give each student the individual attention that he or she deserves. Anything short of one-on-one tutorial is a compromise, of course. And that’s that the job boils down to. A great compromise.

And the attitude of administrators is typically, “Well, what’s the matter with you? Why don’t you just do x? Why didn’t you just do y? Any good teacher would be doing z every day.” As though teachers were people of leisure with all the time in the world. I have noticed that administrators label practically every email that they send out IMPORTANT and use exclamation marks ALL THE TIME: “Due today! Must be completed by Thursday! Mandatory attendance!” I have sometimes wondered whether they shouldn’t be issued, at the beginning of the year, a maximum number of quotation marks that they can use. Of course, they are just responding to the similar insane demands that are placed upon them by the central office and my regulatory requirements.

Published in: on July 5, 2015 at 9:13 am  Leave a Comment  
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Demonstrate at the Wilson Building Tomorrow at 9 AM to Allow the Washington Teachers’ Union Access to Important Teacher Data

ACTION ALERT!

Join us tomorrow

to demand access to information on IMPACT

  On Tuesday, June 30 at 9 am join fellow DCPS educators, parents and other WTU allies at the Wilson Building to oppose cutting off access to information about the DCPS teacher evaluation system, IMPACT.  

Tomorrow morning the City Council will vote on legislation that would cut off access to IMPACT information, which your union, researchers and others need to judge the fairness and effectiveness of the evaluation system, and to determine whether D.C. Public Schools’ policies are really helping our children succeed.

The Washington Teachers’ Union (WTU) has always stood for transparent decision-making and open government. The union and others have urged the mayor and council members to remove from the Mayor’s Budget Support Act the provision that would prevent the union, educators and others from having access to IMPACT data, and to hold hearings on the provision.   

This is an urgent matter!
Be at the Wilson Building (14th St. and Pennsylvania Ave. NW) on Tuesday morning at 9 and let the DC City Council know that you strongly oppose keeping important IMPACT evaluation data secret.

Send us an email at dialogue@wtulocal6.net

and let us know you’ll be joining us!

“Math for America” teachers meet with some members Congress and apparently give them some sound advice

During the First National Math Festival here in DC (which I missed), back in April, some Math for America – DC* teachers I know were invited to speak with some Congressmen and Senators. According to the press release I was recently given, my colleagues appear to have given the elected reps** sound advice that may or may not be heeded.

{** including Nancy Pelosi, Harry Reid, Chuck Shumer, Al Franken, Lamar Alexander, Patty Murray, Steny Hoyer, among others}

I quote from the press release, in green and my own comments in black:

“House and Senate leaders, field experts, and MfA DC teachers spent the first hour and a half engaging in dialogue on how the ESEA reauthorization would affect the classroom. Joe Herbert spoke to the adverse effects standardized tests had had on his school and his classroom. David Tansey, a[n] MfA DC Master Teacher, offered criteria that such tests should meet in order to provide instructional value to the teacher and the student.”

{notice the clear implication, which Tansey has spelled out to me in detail on several occasions, that the standardized tests that he and his school are required to administer many, many times a year are of absolutely no use to teachers in figuring out how to help their students learn more stuff, better.}

“Joe Herbert wrote, ‘I spoke of the harmful effects of standardized testing on K-12 education, and of the complete lack of statistical basis for evaluating teachers based on their students’ test scores.'”

While Max Mikulec, one of the other teachers, was initially somewhat awestruck by listening to amusing anecdotes from Senator Al Franken, he …

“…went on to say, ‘As I reflected on the day, my initial reaction of pride and hope turned into a feeling of skepticism and apprehension. You cannot imagine how great I would feel if the nation spent billions more dollars developing math education and math teachers. However, I do not see this happening in an effective way. There are endless debates over what standards should be taught in our schools and what the kids should be tested on. Amid all of the debates, the ones who are losing here are the nation’s kids. In their most formative years, a time where they struggle to find any consistency in their own lives, they are being let down by an educational system that will change several times before they graduate high school. Ev en though all of these powerful and important people say that they support math education and that [they] see math teaching as a real profession, I will not believe them until something is actually done to show their support.'”

In addition, Joe Herbert wrote me the following:

“Another point I made is just how much money gets wasted on these tests. I don’t remember the exact number now, but I looked up how much is spent annually on testing before I went to the event (I remember the number was in the billions), and I made the point that we could increase spending on education by that much money without raising taxes a penny if we got rid of the annual testing mandate in NCLB.

“I know that many liberal groups have been proponents of annual testing because it sheds light on the achievement gap. I noted that NAEP provides these same types of data, but does so using statistical sampling so that we don’t have to test every kid every year.”

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*Note: MfA and MfA-DC are as far from the TFA idea as it is possible to be. Unlike ‘Teach for Awhile”, MFA actually gives its members a FULL YEAR of math-content and math-pedagogy classes and student teaching experience, assigns them a mentor, and in return expects them to stay in the city, teaching, in their field for a full five years, and does not pretend to have a one-size-fits-all “no excuses” magic wand that will miraculously reproduce the irreproducible miracle that Michelle Rhree pretended to achieve at Harlem Park Elementary in Baltimore in the early 1990s, magically moving 90% of her students from below the 13th percentile to being over the 90th percentile. Right now, MfA DC teachers are some of the most senior math teachers anywhere in DC, either in the regular public schools or charter schools.

Is there really a STEM shortage? And do we want to emulate China or Korea?

You have all heard the mantra that we don’t have enough young people studying STEM (science, technology, engineering and math), and that is the reason that so many Americans are doing poorly.  If you agree with this call, this article in the New York Review of Books might make you think about the subject differently.

A few important points:

(1) The United States graduates way more engineers and scientists every year than can ever hope to get a job in their fields.

(2) As a result, large percentages of STEM graduates do not work in their chosen field

(3) As part of their profit-maximization strategy, tech giants like Microsoft nonetheless encourage this glut of STEM applicants while at the same time complaining that they need to hire foreigners on H1B visas, who earn on average about 57% of what a similarly-qualified American worker makes.

(4) While many, many American high school students fully plan to go into a STEM field in college, many are discouraged by poor teaching at the college level — even the instructors at elite STEM universities like CalTech get low marks from their students. And many of the instructors are, in fact, themselves temporary workers, neither full professors nor having any hope of tenure…

(5) The article also looks at Korean and Chinese school systems. It is true that they are producing tremendous test-takers and lots of engineers. But do we really want our children attending day and night classes every night until 10 pm, and what would we do with all of those unemployed future engineers anyway?

A few excerpts from the article, which reviews several books and documents:

“A 2014 study by the National Science Board found that of 19.5 million holders of degrees in science, technology, engineering, and mathematics, only 5.4 million were working in those fields, and a good question is what they do instead. The Center for Economic Policy and Research, tracing graduates from 2010 through 2014, discovered that 28 percent of engineers and 38 percent of computer scientists were either unemployed or holding jobs that did not need their training

“The Bureau of Labor Statistics (BLS), in its latest Occupational Outlook Handbook, forecasts that by 2022 the economy will have 22,700 nonacademic openings for physicists. Yet during the preceding decade 49,700 people will have graduated with physics degrees. The anomaly is that those urging students toward STEM studies are not pressing employers to ensure that the jobs will be there. And as we shall see, the employers often turn to foreign workers for the jobs they have to fill.

“Among the high school seniors who took the ACT and SAT tests last year, fully 23 percent said that they intended to major in mathematics, computer science, engineering, or a physical or natural science. And those contemplating programs related to health made up another 19 percent. But something evidently happens between their freshman and senior years. By graduation, the number of students who start in STEM fields falls by a third and in health by a half. In engineering, of every one hundred who start, only fifty-five make it to a degree.

Published in: on June 28, 2015 at 10:44 pm  Comments (3)  
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Temps Who Have Never Taught are Grading Common Core Tests

Makoto Rich of the New York Times, Peter Greene of Curmudgacation, and Diane Ravitch all discuss the way that Pearson is running the scoring of the Common Core tests, employing temporary employees who have never taught, at $12-14 per hour, with of course no benefits.

If you’ve worked in a mass-chain fast-food joint, then you know what Pearson wants: mindless uniformity. Isn’t that what parents and kids really, really want from our public schools?

Here’s the link.

A Quick Look at the National Academy of Science report on Mayoral Control of Schools in Washington DC

Last week, the National Academy of Science released a very long report assessing the progress (or lack of it) of the education of young people in Washington DC under mayoral control in both the regular public schools and in the charter schools.

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The picture isn’t pretty, as Candi Peterson has pointed out.

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Here are my major conclusions:

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1. Mayoral control of schools has been a spectacular failure if you care anything about reducing the gaps between achievement levels of white students and those of color, the poor, special ed students, and English language learners (i.e. immigrants). The gaps between the pass rates on the DC-CAS standardized tests of those groups under mayoral control or the PERAA (Public Education Reform Amendment Act) are enormous and have essentially remained unchanged since 2007, when the law was implemented, according to the data in this report. Note that the report combines the data for both the DC public schools and charter schools, combined, at all grade levels, in both reading and math. Here are two graphs, made by me from data in the report, which show the lack of change. I estimated the percentage of students ‘proficient’ or ‘advanced’ in each of the groups (whites, blacks, hispanics, students receiving free or reduced-price lunches, English language learners, and special education students) from graphs provided by the report, and then subtracted the pass rates from each other. HIGH NUMBERS ARE BAD because they show large gaps in proficiency rates. Low numbers are good. Notice that there has been almost no change since mayoral control; some lines go up a tiny bit, some go down a bit, others waver back and forth a bit. Not a success story.
gap[s under mayoral control, math, dc-cas, acc to NAP report on PERAAgaps under mayoral control, reading, acc to national academies press
2. Ratings for teachers remain very much dependent on what students they teach. Many millions of dollars and enormous effort has been spent to devise supposedly scientific ways of measuring teacher effectiveness — i.e. VAM and IMPACT. Every single teacher remaining in DCPS has either been hired under Their Chancellorships or has been repeatedly measured as efffective or better. Yet the ratings for teachers at schools with high poverty rates, and in wards 7 and 8, remain much lower than those at schools with low poverty rates and in ward 3. Repeat: these low-ranked teachers are not holdovers from the ‘bad old days’ – they are either brand-new hires or have been repeatedly measured as good or excellent under IMPACT. (One bit of data: at my last school, from which I retired 5 years ago and which has over 100 faculty and administrators, only about 5 or 6 teachers remain from my time there.) I copied these two tables directly from the report:
teac her ratings under IMPACT, by ward teacher ratings under impact by ses
3. Now that we have 60-odd publicly-funded local school districts in Washington DC, most of which [the charter schools] are not required to provide much of anything in the way of data, we no longer have any effective way of saying what are good practices and which are poor practices, because we have no city-wide way of describing what is going on.
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4. The report generally omits any data from before 2007, and in some cases before 2009, which makes it hard to compare pre-mayoral control and post-MC. The exceptions are with some NAEP data, in which it is clear that any progress post-PERAA is indistinguishable from progress before PERAA. See these four graphs, which could have been taken from my blog but are again from the National Academy of Science report (I added the stuff in red for emphasis):
pre-post mayoral control naep scores 4th grade math pre-post mayoral control naep scores 4th grade reading pre-post mayoral control naep scores 8th grade math pre-post mayoral control naep scores 8th grade reading
5. The report totally omits the contractual obligations entered into by Rhee and Henderson with the Broad, Arnold and other foundations back in 2007 when they laid out 60-some goals they said they would meet by 2014. As you may recall from looking at my blog or what Erich Martel wrote on the topic, their success rate in meeting those goals (regarding things like NAEP and CAS scores for the most part) was approximately TWO PERCENT. Not 20%. But 2%. And I was being generous.
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6. Finally, despite all the really damning data in the report, I predict that the Washington Post and others of their mindset will proclaim that it shows that mayoral control has been a wonderful success.
PS, here is the link so that you can download your own copy of the 341-page report:
http://www.nap.edu/download.php?record_id=21743

What Exactly Were the Differences Between Cheating in Atlanta Under Beverly Hall and the Cheating in DC Under Michelle Rhee?

We all know that administrators and teachers in DC and in Atlanta cheated in order to keep their jobs and gain large cash bonuses. In one city, scores of teachers were indicted, some plea=bargained, some went to jail, and the chief died of cancer. In the other city, only a couple of whistle-blowers lost their jobs, but the chief went on to fame and fortune while all the other culpable parties kept their bonuses.

But why is it that only in Atlanta were teachers and administrators indicted and convicted, but nowhere else?

What difference was there in their actual behavior?

To me, the answer is simple: in DC, officials at every level, from the Mayor’s office up to the President of the US and the Secretary of Education, were determined to make sure that Michelle Rhee’s lying and suborning of perjury and lies would never be revealed, no matter what.

Read for yourself part of the official documents in Atlanta (I’m quoting from The Answer Sheet) and see if you can find any real differences in behavior between what happened there and what happened in DC.

“A[tlanta] P[ublic] S[schools] principals and teachers were frequently told by Beverly Hall and her subordinates that excuses for not meeting targets would not be tolerated. When principals and teachers could not reach their targets, their performance was criticized, their jobs were threatened and some were terminated. Over time, the unnreasonable pressure to meet annual APS targets led some employees to cheat on the CRCT. The refusal of Beverly Hall and her top administrators to accept anything other than satisfying targets created an environment where achieving the desired end result was more important than the students’ education.

“To satisfy annual targets and AYP, test answer sheets were altered, fabricated, and falsely certified. Test scores that were inflated as a result of cheating were purported to be the actual achievement of targets through legitimately obtained improvements in students’ performance when, in fact, the conspirators knew those results had been obtained through cheating and did not reflect students’ actual academic performance.

“As part of the conspiracy, employees of APS who failed to satisfy targets were terminated or threatened with termination, while others who achieved targets through cheating were publicly praised and financially rewarded. For example, teachers who reported other teachers who cheated were terminated, while teachers who were caught cheating were only suspended. The message from Beverly Hall was clear: there were to be no exceptions and no excuses for failure to meet targets.

“Beverly Hall placed unreasonable emphasis on achieving targets; protected and rewarded those who achieved targets through cheating; terminated principals who failed to achieve targets; and ignored suspicions CRCT score gains at schools within APS. As a result, cheating became more and more prevalent within APS, until by the time the 2009 CRCT was administered, cheating was taking place in a majority of APS’s 83 elementary and middle schools. This was substantiated by GOSA’s erasure analysis, which identified 43 APS elementary and middle schools with at least one out of four classrooms within those schools having a statistically improbable number of erasures changing wrong answers to right answers. GOSA’s erasure analysis identified an additional 9 APS elementary and middle schools as having at least one out of five classrooms with a statistically improbable number of erasures changing wrong answers to right answers. Confessions by dozens of APS employees subsequently confirmed what GOSA’s statistical analysis indicated; widespread cheating occurred on the 2009 CRCT.

“It was further a part of the conspiracy and endeavor that targets achieved through cheating were used to obtain financial and other rewards for many of the conspirators.

“It was further part of the conspiracy and endeavor that targets achieved through cheating were used by Beverly Hall to obtain substantial performance bonuses.

“It was further part of the conspiracy and endeavor that Beverly Hall and other conspirators would interfere with, suppress and obstruct investigations into cheating using various methods. Conspirators would refuse to investigate reports of cheating; suppress and deny the existence of reports of cheating; fail to act upon APS investigators’ conclusions that cheating was occurring; suppress and deny the APS investigators’ conclusions that cheating was in fact occurring; fail and refuse to provide complaints of cheating to the Governor’s Special Investigators, the Georgia Bureau of Investigation and investigators from the Fulton County District Attorney’s Office; and intimidate witnesses with the intent to hinder, delay, or prevent the communication of criminal offenses to law enforcement officers. When questioned by the Governor’s Special Investigators and law enforcement officers, many of the conspirators made false statements some under oath denying their knowledge of and participation in the cheating.”

An inspiring interview with Diane Ravitch

Read it here.

A quote:

[Interviewer]: My biggest disappointment with Barack Obama is his education policy. He had Linda Darling-Hammond as his consultant during the 2008 election, and we get Arne Duncan.

[Diane Ravitch]: That was bait and switch. The greatest disappointment of this entire situation, which I consider to be a direct assault on the very principle of public education in America, is Barack Obama. In the state of the union, the president said that he didn’t want teaching to the test, but he wants teachers who don’t get the test marks to be ousted. He pretends to be completely detached and almost as though he doesn’t know what Arne Duncan is doing. Arne Duncan is doing what Barack Obama wants him to do, and they are doing what the Wall Street hedge-fund managers want them to do. They are pushing a privatization agenda, there’s no question about it. Obama always said if the unions were under assault, he would put on those walking shoes. Did you see him in Madison, Wisconsin? I didn’t. In fact, I was in Madison, Wisconsin to speak at the Wisconsin Academy of Sciences, and I happened to be there right in the middle of that great demonstration. On Twitter I was exchanging tweets with Justin Hamilton, Duncan’s press secretary at the time, and I challenged him to march together around the State House. Arne and the president were in Miami with Jeb Bush celebrating the turn-around of Miami Public High School, which in a month received notice it was going to be closed. I mean, it was all a sham. We are surrounded by so many frauds, hoaxes, and shams. Arne has been a leader in perpetuating the hoaxes, and the president has been right there by his side. Arne Duncan is a guy who’s dedicated to persuading people that Michelle Rhee is right. He’s the worst Secretary of Education in our history.

A closer look at charter and regular public school enrollments, percentages of students at risk, and percentages of students ‘proficient’

Here is another look at the brand-new data concerning four variables in the District of Columbia schools, about which I wrote a couple of days ago. The difference here is that the dots representing the schools are more-or=less proportional to the size of the student body.

1. Is this a regular public school, or a charter school (blue or red):

2. What fraction of the kids at that school are officially considered to be At Risk? (That’s the scale along the x-axis at the bottom of the page)

3. What is the average percentage of the kids at that school are ‘proficient’ in reading and math on the DC-CAS? (That’s the scale along the y-axis at the left-hand side of the page)

4. How big is the school? (That’s the size of the dot, more or less; the legend is at the bottom left-hand corner of the graph)

Time spent looking carefully at this graph will be well-spent. If you click on it, it will expand.

It will certainly show that charter schools have not revolutionized education for the better in DC: for both types of schools, there remains a very strong, negative correlation between the percentages of kids At Risk and ‘pass’ rates on the DC-CAS.

Note that most schools have between 200 and 500 students and that most of the ones that are smaller are actually charter schools. As I wrote a couple of days ago, the schools with the largest fraction of At-Risk students (say, over 2/3 of the student body) are almost all regular DC public schools.

On the second graph, which is otherwise identical to the first, I’ve labeled some of the larger schools.

fixed bicolor, size of school and at risk vs average dc cas 2014 proficiency, both regular public and charter, dc

Here is the one with names of some of the larger schools, so you can see how individual schools fall on this graph.

(Sorry, I there was not enough room to label every single one, and my non-existent HTML skills won’t allow me to make it so that any of the dots are clickable. If any of my readers know how to do that and would like to offer to make that happen, then please let me know in the comments.)

again fixed and revised names and bicolor, size of school and at risk vs average dc cas 2014 proficiency, both regular public and charter, dc

And here is the entire data table. So you can see where every single school lies on these three dimensions.

(PS: I added a few more names of schools and corrected four other small errors, two pointed out by an alert reader.. 2/22/2015)

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