People are Not Cattle!

This apparently did not occur to William Sanders.

He thought that statistical methods that are useful with farm animals could also be used to measure effectiveness of teachers.

I grew up on a farm, and as both a kid and a young man I had considerable experience handling cows, chickens, and sheep. (These are generic critter photos, not the actual animals we had.)

I also taught math and some science to kids like the ones shown below for over 30 years.

guy teaching  deal students

Caring for farm animals and teaching young people are not the same thing.

(Duh.)

As the saying goes: “Teaching isn’t rocket science. It’s much harder.”

I am quite sure that with careful measurements of different types of feed, medications, pasturage, and bedding, it is quite possible to figure out which mix of those elements might help or hinder the production of milk and cream from dairy cows. That’s because dairy or meat cattle (or chickens, or sheep, or pigs) are pretty simple creatures: all a farmer wants is for them to produce lots of high-quality milk, meat, wool, or eggs for the least cost to the farmer, and without getting in trouble.

William Sanders was well-known for his statistical work with dairy cows. His step into hubris and nuttiness was to translate this sort of mathematics to little humans. From Wikipedia:

“The model has prompted numerous federal lawsuits charging that the evaluation system, which is now tied to teacher pay and tenure in Tennessee, doesn’t take into account student-level variables such as growing up in poverty. In 2014, the American Statistical Association called its validity into question, and other critics have said TVAAS should not be the sole tool used to judge teachers.”

But there are several problems with this.

  • We  don’t have an easily-defined and nationally-agreed upon goal for education that we can actually measure. If you don’t believe this, try asking a random set of people what they think should be primary the goal of education, and listen to all the different ideas!
  • It’s certainly not just ‘higher test scores’ — the math whizzes who brought us “collateralization of debt-swap obligations in leveraged financings” surely had exceedingly high math test scores, but I submit that their character education (as in, ‘not defrauding the public’) was lacking. In their selfishness and hubris, they have succeeded in nearly bankrupting the world economy while buying themselves multiple mansions and yachts, yet causing misery to billions living in slums around the world and millions here in the US who lost their homes and are now sleeping in their cars.
  • Is our goal also to ‘educate’ our future generations for the lowest cost? Given the prices for the best private schools and private tutors, it is clear that the wealthy believe that THEIR children should be afforded excellent educations that include very small classes, sports, drama, music, free play and exploration, foreign languages, writing, literature, a deep understanding and competency in mathematics & all of the sciences, as well as a solid grounding in the social sciences (including history, civics, and character education). Those parents realize that a good education is expensive, so they ‘throw money at the problem’. Unfortunately, the wealthy don’t want to do the same for the children of the poor.
  • Reducing the goals of education to just a student’s scores on secretive tests in just two subjects, and claiming that it’s possible to tease out the effectiveness of ANY teacher, even those who teach neither English/Language Arts or Math, is madness.
  • Why? Study after study (not by Sanders, of course) has shown that the actual influence of any given teacher on a student is only from 1% of 14% of test scores. By far the greatest influence is from the student’s own family background, not the ability of a single teacher to raise test scores in April. (An effect which I have shown is chimerical — the effect one year is mostly likely completely different the next year!)
  • By comparison, a cow’s life is pretty simple. They eat whatever they are given (be that straw, shredded newspaper, cotton seeds, chicken poop mixed with sawdust, or even the dregs from squeezing out orange juice [no, I’m not making that up.]. Cows also poop, drink, pee, chew their cud, and sometimes they try to bully each other. If it’s a dairy cow, it gets milked twice a day, every day, at set times. If it’s a steer, he/it mostly sits around and eats (and poops and pees) until it’s time to send  them off to the slaughterhouse. That’s pretty much it.
  • Gary Rubinstein and I have dissected the value-added scores for New York City public school teachers that were computed and released by the New York Times. We both found that for any given teacher who taught the same subject matter and grade level in the very same school over the period of the NYT data, there was almost NO CORRELATION between their scores for one year to the next.
  • We also showed that teachers who were given scores in both math and reading (say, elementary teachers), there was almost no correlation between their scores in math and in reading.
  • Furthermore, with teachers who were given scores in a single subject (say, math) but at different grade levels (say, 6th and 7th grade math), you guessed it: extremely low correlation.
  • In other words, it seemed to act like a very, very expensive and complicated random-number generator.
  • People have much, much more complicated inputs, and much more complicated outputs. Someone should have written on William Sanders’ tombstone the phrase “People are not cattle.”

Interesting fact: Jason Kamras was considered to be the architect of Value-Added measurement for teachers in Washington, DC, implemented under the notorious and now-disgraced Michelle Rhee. However, when he left DC to become head of Richmond VA public schools, he did not bring it with him.

 

A geometry lesson inspired by a silvering company – and a rant about computerized learning programs

Here is some information that teachers at quite a few different levels could use* for a really interesting geometry lesson involving reflections involving two or more mirrors, placed at various angles!

Certain specific angles have very special effects, including 90, 72, 60, 45 degrees … But WHY?

This could be done with actual mirrors and a protractor, or with geometry software like Geometer’s Sketchpad or Desmos. Students could also end up making their own kaleidoscopes – either with little bits of colored plastic at the end or else with some sort of a wide-angle lens. (You can find many easy directions online for doing just that; some kits are a lot more optically perfect than others, but I don’t think I’ve even seen a kaleidoscope that had its mirrors set at any angle other than 60 degrees!)

I am reproducing a couple of the images and text that Angel Gilding provides on their website (which they set up to sell silvering kits (about which I’ve posted before, and which I am going to attempt using pretty soon, on a large astronomical mirror I’ve been polishing for quite some time)).

At 72º you see 4 complete reflections.

When two mirrors are parallel to each other, the number of reflections is infinite. Placing one mirror at a slight angle causes the reflections to curve.

 

https://angelgilding.com/multiple-reflections/

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Rant, in the form of a long footnote:

* assuming that the teacher are still allowed to initiate and carry out interesting projects for their students to use, and aren’t forced to follow a scripted curriculum. It would be a lot better use of computers than forcing kids to painfully walk through (and cheat, and goof off a lot) when an entire class is forced to use one of those very expensive but basically worthless highly-centralized, district-purchased computer-managed-instruction apps. God, what a waste of time – from personal experience attempting to be a volunteer community math tutor at such a school, and also from my experience as a paid or volunteer tutor in helping many many students who have had to use such programs as homework. Also when I was required to use them in my own classes, over a decade ago, I and most of my colleagues found them a waste of time. (Not all – I got officially reprimanded for telling my department chair that ‘Renaissance Math’ was either a ‘pile of crap’ or a ‘pile of shit’ to my then-department head, in the hearing of one of the APs, on a teacher-only day.

Keep in mind: I’m no Luddite! I realized early on that in math, science, and art, computers would be very, very useful. I learned how to write programs in BASIC on one of the very first time-share networks, 45 years ago. For the first ten years that my school system there was almost no decent useful software for math teachers to use with their classes unless you had AppleII computers. We had Commodore-64’s which were totally incompatible and there were very few companies (Sunburst was one) putting out any decent software for the latter. So when I saw some great ideas that would be ideal for kids to use on computers to make thinking about numbers, graphs, and equations actually fun and mentally engaging, often I would have to write them my self during whatever free time I could catch, at nights and weekends. Of course, doing this while being a daddy to 2 kids, and still trying to teach JHS math to a full load of students (100 to 150 different kids a day at Francis Junior High School) and running a school math club and later coaching soccer. (I won’t say I was a perfect person or a perfect teacher. I believe I learned to give better math explanations than most, didn’t believe that you either have a ‘m,ath gene’ or you don’t, at times had some interesting projects, and at times was very patient and clear, but had a terrible temper and often not good at defusing things. Ask my kids or my former students!) Later on, I collaborated with some French math teachers and a computer programmer to try to make an app/program called Geometrix for American geometry classes that was supposed to help kids figure out how to make all sorts of geometric constructions and then develop a proof of some property of that situation. It was a failure. I was the one writing the American version, including constructions and tasks from the text I was currently using. There was no way I could anticipate what sorts of obstacles students would find when using this program, until I had actual guinea pig students to use them with. Turns out the final crunch of writing however many hundreds of exercises took place over the summer, and no students to try them on. Figuring out hints and clues would require watching a whole bunch of kids and seeing what they were getting right or wrong. In other words, a lot of people’s full time job for a long time, maybe paying the kids as well to try it out so as to get good feedback, and so on. Maybe it could work, but it would require a lot more investment of resources that the tiny French and American companies involved could afford. We would have really needed a team of people, not just me and a single checker.

I find that none of these computer-dominated online learning programs (much less the one I worked on) can take the place of a good teacher. Being in class, listening to and communicating logically or emotionally with a number of other students and a knowledgeable adult or two, is in itself an extremely important skill  to learn. It’s also the best way to absorb new material in a way that will make sense and be added to one’s store of knowledge. That sort of group interaction is simply IMPOSSIBLE in a class where everybody is completely atomized and is on their own electronic device, engaged or not.

Without a human being trying to make sense out of the material, what I found quite consistently, in all the computerized settings, that most students absorbed nothing at all or else the wrong lessons altogether (such as, ‘if you randomly try all the multiple choice answers, you’ll eventually pick the right one and you can move on to some other stupid screen’; it doesn’t matter that all your prior choices were wrong; sometimes you get lucky and pick the right one first or second! Whee! It’s like a slot machine at a casino!).

By contrast, I found that with programs/apps/languages like Logo, Darts, Green Globs, or Geometer’s Sketchpad, with teacher guidance, students actually got engaged in the process, had fun, and learned something.

I find the canned computer “explanations” are almost always ignored by the students, and are sometimes flat-out wrong. Other times, although they may be mathematically correct, they assume either way too much or way too little, or else are just plain confusing. I have yet to detect much of any learning going on because of those programs.

 

“Slaying Goliath” by Diane Ravitch

I wish I could write half as well as, or as much as, Diane Ravitch manages to do, every single day. I also admire her dedication to fighting the billionaires who have been dictating education policy in the USA for quite some time.

If you are reading this post, you are no doubt aware that only ten years ago, Ravitch did a 180-degree turn on major education issues, admitted she had been wrong on a number of points, and became one of the major forces fighting against the disruptive education-privatization agenda of the billionaires.

Since that time, she has been documenting on her blog, several times a day, nearly every day, the utter failures of the extremely wealthy amateurs who have been claiming to ‘reform’ education, but who have instead merely been disrupting it and failing to achieve any of the goals that they confidently predicted would be won, even using their own yard-sticks.

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I found DR’s most recent book (pictured above) to be an excellent history of the past 37 years wherein certain billionaires, and their well-paid acolytes, have claimed that the American public school system is a total failure and needed to be torn down and rebuilt through these steps:

  1. Pretending that American students were at one point the highest-scoring ones on the planet (which has NEVER been true) and that the fact that they currently score at middling levels on international tests like PISA is a cause for national alarm;
  2. Claiming that student family poverty does not cause lower student achievement (however measured), but the reverse: that the schools that have students from poor and non-white populations are the CAUSE of that poverty and low achievement;
  3. Fraudulently assuming that huge fractions of teachers are not only incompetent but actively oppress their students (particularly the poor, the brown, and the black) and need to be fired en masse (as they were in New Orleans, Rhode Island, and Washington, DC);
  4. Micromanaging teachers in various ways, including by forcing all states to adopt a never-tested and largely incomprehensible ‘Common Core’ curriculum and demanding that all teachers follow scripted lessons in lockstep;
  5. ‘Measuring’ the productivity of teachers through arcane and impenetrable ‘Value-Added’ schemes that were devised for dairy cows;
  6. Mass firings of certified teachers, particularly African-American ones (see #2) and replacing them either with untrained, mostly-white newbies from Teach for America or with computers;
  7. Requiring public and charter schools (but not vouchers) to spend ever-larger fractions of their classroom time on test prep instead of real learning;
  8. Turning billions of public funds over to wealthy amateurs (and con artists) with no educational experience to set up charter schools and voucher schools with no real accountability — the very worst ones being the online charter schools.

One great aspect of this book is that Ravitch points out how

  1. All of those claims and ‘solutions’ have failed (for example, a study in Texas showed charter schools had no impact on test scores and a negative impact on earnings (p. 82);
  2. Teachers, parents, students, and ordinary community members have had a good deal of success in fighting back.

I will conclude with a number of quotes from the book in random colors.

“How many more billions will be required to lift charter school enrollment to 10 percent? [It’s now about 5 percent] And why is it worth the investment, given that charter schools, unless they cherry-pick their students, are no more successful than public schools are and often far worse? Why should the federal government spend nearly half a billion dollars on charter schools that may never open when there are so many desperately underfunded public schools?” (p. 276-277)

“Any movement controlled by billionaires is guaranteed […] to preserve the status quo while offering nothing more than the illusion of change.” (p. 281)

“There is no “Reform movement.” The Disrupters never tried to reform public schools. They wanted to disrupt and privatize the public schools that Americans have relied on for generations. They wanted to put public school funding in private hands. They wanted to short-circuit democracy. They wanted to cripple, not improve, the public schools. They wanted to replace a public service with a free market.” (p. 277)

“Our current education policy is madness. It is madness to destroy public education in pursuit of zany libertarian goals. It is madness to use public funds to put young children into religious schools where they will learn religious doctrine instead of science. It is madness to hand public money over to unaccountable entrepreneurs who want to open a school but refuse to be held to high ethical standards or to be held accountable for its finances and its performance. It is madness to ignore nepotism, self-dealing, and conflicts of interest. We sacrifice our future as a nation if we continue on this path of de-professionalizing our schools and turning them over to businessmen, corporate chains, grifters, and well-meaning amateurs. We sacrifice our children and our grandchildren if we continue to allow them to be guinea pigs in experiments whose negative results are clear.” (p. 281)

Ravitch proposes a number of things that billionaires could do that would be more helpful than what they are currently doing. She suggests [I’m quoting but shortening her list, found on page 280] that the billionaires could …

  • pay their share of taxes to support well-resourced public schools.
  • open health clinics to serve needy communities and make sure that all families and children have regular medical checkups.
  • underwrite programs to ensure that all pregnant women have medical care and that all children have nutritious meals each day.
  • subsidize after-school programs where children get exercise, play, dramatics, and tutoring.
  • rebuild the dramatics programs and performance spaces in every school.
  • lobby their state legislatures to fund schools fairly, to reduce class sizes, and to enable every school to have the teachers, teaching assistants, social services, librarians, nurses, counselors, books, and supplies it needs.
  • create mental health clinics and treatment centers for those addicted to drugs.
  • underwrite programs based on “the Kalamazoo Promise.”
  • They could emulate the innovative public school that basketball star leBron James subsidized in Akron, Ohio.

She also quotes Paymon Rouhanifard, who was a “prominent member of the Disruption establishment [who] denounced standardized testing when he stepped down as superintendent of the Camden, New Jersey, public schools […]. He had served as a high-level official on Joel Klein’s team in New York City […] Upon his arrival of the impoverished Camden district [….] he developed school report cards to rank every school mainly by test scores. But before he left, he abolished the school report cards.” She quotes him directly: “[…] most everybody in this room wouldn’t tolerate what I described for their own children’s school. Mostly affluent, mostly white schools shy away from heavy testing, and as a result, they are literally receiving an extra month of instruction […] The basic rule, what we would want for our own children, should apply to all kids.” (p.271)

“Disrupters have used standardized testing to identify and take over or close schools with low scores, but they disregard standardized testing when it reveals the failure of charters and vouchers. Disrupters no longer claim that charter schools and inexperienced recruits from Teach for America will miraculously raise test scores. After three decades of trying, they have not been successful.

“Nothing that the Disrupters have championed has succeeded unless one counts as ‘success’ closing hundreds, perhaps thousands, of community public schools in low-income neighborhoods. Ths Disrupters have succeeded in demoralizing teachers and reducing the number of people entering the teaching profession. They have enriched entrepreneurs who have opened charter schools or developed shoddy new products and services to sell to schools. They have enhanced the bottom line of large testing corporations. Their fling with the Common Core cost states billions of dollars to implement but had no effect on national or international test scores and outraged many parents, child advocates, lovers of literature, and teachers. “

Fortunately, the resistance to this has been having a fair amount of success, including the massive teacher strikes in state after state. As Ravitch writes (p. 266):

“The teachers taught the nation a lesson.

“But more than that, they taught themselves a lesson. They united, they demanded to be heard, and they got respect. That was something that the Disrupters had denied them for almost twenty years. Teachers learned that in unity there is strength.”

 

 

DC Women’s March – 2020 (Today!)

I am glad that my wife and I took part in today’s march. It was inspiring to us to talk with so many fine young folks (some men, too) along the march route; some of them told us that we veteran activists from the 60’s, 70’s and 80’s inspired them, which was nice to hear. It was fun swapped some ideas and stories with new folks and veterans of, say, marches and demonstrations in Los Angeles and the Bay Area of California…

Some of the signs were brilliant!

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It was quite cold, and sometimes sleeting and raining; my wife and I both found our cell phone batteries dying because of the low temperatures, so I don’t have nearly as many photos as I would have liked. Fortunately w both had dressed properly – long acrylic thermal underwear, woolen sweater and socks, monk’s hood, parka hood, and umbrella for me; my wife looked a bit like an Inuit.

IMG_5996      IMG_5980

A couple of comments:

  • It didn’t look like organizers had really agreed on a common platform for chants, songs, or whatever. I persuaded someone with a bullhorn to lead a chant concerning immigration (see my last post).
  • We probably represented hundreds, if not thousands, of different organizations, but most of us only had the most tenuous links to said organizations — we had signed something online somewhere, or donated something, or maybe been to a meeting or two.
  • Definitely mostly white and middle-class, though latinxes, african-americans, and asians were definitely represented.
  • It was great that mostly young women had organized this, and I was just along an ally.
  • I didn’t hear people talking about the impeachment process, probably because we all know that there is between zip and nada percent chance that the Senate will actually convict and remove lying sack of shit #45 from office.
  • We need to acknowledge that the attacks by Arne Duncan and the Obama Administration on teachers during the 8 years they were in office — despite all their flowery, progressive rhetoric — were worse even than what Trump and Betsy Devos have been capable of doing, and were also worse than what we suffered under GWBush 2. That’s saying a lot. I think the demoralization of teachers definitely led to the election of Mango Mussolini, because so many Democratic party activists all across the country were teachers. In fact, during those 8 years, the local precinct, county, and state Democratic organizations were shredded to pieces or collapsed. The Tea Party and future Trumpsters were extremely energized and got their people out to vote at every election, and caused thousands of seats to turn Fascist Red.
  • We need to be much, much better organized. The Nazi Party in Germany before 1932 (Ie before Hitler was appointed Chancellor)had uniformed, armed, militias (Brownshirts and Blackshirts) that were equipped, trained, and funded by the German (especially Prussian) military General Staff. We don’t have that here, yet, in the USA, but we do know that neo-Nazis, Kluxers, and the like do send their young aficionados to enlist in the military, to get weapons training, and to try to incite and recruit other violent racists. Knowing that the racists are in fact emboldened, and have been in fact arming themselves and organizing, we need to be better organized and to take them seriously. When Trump and his acolytes are [I hope] thrown out in a landslide on November 3, the neo-Nazis he has emboldened may cause serious trouble. We can’t predict the future.
  • All the people I talked to agreed with me that Alexandria Ocasio-Cortez is one of the smartest politicians we had ever seen, and the most inspiring and honest. We were uniformly in awe of her ability to run a House hearing and to skewer the bad guys with their own words and with facts. I hope nothing bad happens to her and that she can run for higher office and help organize a good, progressive movement.
  • I have no faith in any organization that I am aware of. I furthermore am going to state that what the Soviet Union did to its own citizens under Stalin’s watch (in particular) was absolutely inexcusable, betraying just about every single humanitarian principle that socialists, progressives, anarchists, or communists of any stripe have fought for — except for the principle of killing (mostly) imagined enemies of the people, working class, or proletariat. Think about it: though we will never know the final toll, I estimate that on the average several hundreds of people were executed or died of mistreatment or starvation every single day in the USSR during the roughly 30-year period 1923-1953. Long story.
  • IMG_6111

    My estimate of the crowd at this march is probably pretty low, since I could never see the entire march at once and don’t own a helicopter. Neither am I privy to overhead photos of the event. However, when I was at the south end of the Ellipse, I stood up on a park bench and could see a lot of it; perhaps the panorama picture I took, above, will make some sense. (As I said, my phone did NOT like the cold; in the future I’m going to need to take chemical hand-warmers to put around it)

  • That location was a fine one for giving Mr Maralago a single=fingered salute. A number of people joined me.
  • It seemed to me that in every seven-foot (or 2-meter) longitudinal section of the march, there were somewhere between 20 and 60 people (so 3 to 9 people per longitudinal foot) – we filled the streets including the sidewalks as well. (My wife and I bailed out at the intersection of 16th and H, at the north side of Lafayette Park and went to warm up with a delicious late brunch at Fiola da Mare, which was quite a nice little luxury we’d never experienced.)
  • At one point, I could see people still marching on Constitution Avenue all the way to the corner of 15th and Constitution, on the latter heading west, and then all the way up 17th street up to Lafayette Square. How many marchers there were further towards either the head or tail of the march, I could not see. It was definitely smaller than a couple of the other women’s marches I attended, if I remember correctly.
  • Using the scale on the map I’m showing you below,  I think that I myself could see about 4,000 feet worth of people marching, which would mean somewhere between 11,000 to 35,000 people. There were clearly many more, but how many, I have no idea. (I’m making this estimate because Park Service no longer provides estimates.)

women's march 2020

Anybody have a better estimate? As I said, I’m sure mine is low. The comment button below is really hard to find.

On the malign influence of Eli Broad in education

This is a good summary by Wendy Lecker on the results of billionaire Eli Broad’s strenuous efforts to reshape American education. Even though Broad’s rhetoric is a lot more progressive than that of the Koch brothers, Broad’s results have not been good at all – not only in human terms, but even on his own terms and using his own benchmarks. I might add that in terms of Broad’s failures, Lecker could have included the Broad-financed reform effort under Michelle Rhee here in Washington DC had a 98% failure rate in reaching its own goals. (See here for a link to my analysis thereof.)

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Putting a price tag on public schools

By Wendy Lecker|January 5, 2020

When it comes to using one’s fortune to influence American policy, billionaire brothers Charles and David Koch stand out.

The Kochs have spent a fortune pushing American politics and policy to the right. Their secretive organization, Americans for Prosperity, is a major player in anti-labor activities, such as Wisconsin’s slashing of union rights, and fighting minimum wage increases nationwide. The Kochs poured money into the American Legislative Exchange Council (“ALEC”) a stealth lobby organization that writes bills that advance Koch industries’ interests specifically and the Koch’s extreme free market ideology in general, and then gets legislators all over the country to introduce them.

They have also donated millions of dollars to establish research centers at universities to push their brand of unregulated capitalism. They impose conditions and performance obligations on the donations, interfere in hiring decisions, and make curriculum and programming decisions. The Kochs often demand pre-approval of any public statements and include anti-transparency provisions in donor agreements. This research is then cited as the scholarly basis for Congressional decisions favoring the Kochs’ interests. The Kochs are proud of their integrated strategy to build a pipeline of influence. The president of the Charles G. Koch Charitable Foundation boasted that “(n)o one else has this infrastructure.”

Eli Broad, a billionaire who made his fortune through real estate and insurance, seeks to build a Koch-style infrastructure to push his education reform ideology. Broad recently announced that, with a $100 million donation, he is bringing his Broad Center to Yale’s School of Management (“SOM”).

The Broad Center trains school district leaders and those who seek to influence education policy. The center emphasizes applying business principles to running school districts and de-emphasizes education. In seeking candidates, the Broad Center prioritizes “a strong and direct alignment with specific (Broad Center) reform priorities” — which include school privatization and weakening labor protections. The Center openly aims to reshape American public education according to Broad’s ideology.

Eli Broad is a major player in some of the most aggressive — and controversial- education reform policies in America. Like the Kochs, Broad employs an integrated strategy of influence. For example, he bankrolled the education reform slate in the Los Angeles 2018 school board election. His star beneficiary, charter operator Ref Rodriguez, later resigned from the board and pled guilty to felony election fraud conspiracy. Broad also poured millions into Broad alumnus and charter operator Marshall Tuck’s 2018 unsuccessful campaign for California State Superintendent.

Broad used his money and influence to push the Education Achievement Authority (EAA) to run Detroit’s public schools. He provided significant funding and even summoned Broad alumnus and then Kansas City superintendent, John Covington, to be its first chancellor. Covington had wreaked havoc on Kansas City, firing hundreds of teachers and replacing them with inexperienced Teach for America members, and imposing other disruptive reforms. After his chaotic departure, Kansas City’s school district lost its accreditation. It then abandoned Covington’s reforms to regain its footing.

Covington left the EAA abruptly after charges of questionable spending, and the Broad Center hired him. The EAA was a devastating failure, plagued by financial mismanagement and abysmal academic failures.

A succession of Broad alumni ran Tennessee’s failed Achievement School District, which was also plagued by financial mismanagement and poor student achievement — worse than in schools under local district control.

Broad alumni were forced out of Seattle and Los Angeles amid financial impropriety, and Barbara Byrd Bennett, a Broad executive coach, is in federal prison after pleading guilty to a bribery scandal in which she engaged while head of Chicago Public Schools.

These scandals reflect poorly on Broad’s emphasis on applying business practices to school districts.

Much like the Koch’s foray into higher education, Broad’s move to SOM seems like an effort to profit from Yale’s name and perhaps sanitize the questionable track record of Broad alumni. Since Yale has no school of education — unlike other universities in New Haven — Broad’s interest is not to bolster any knowledge of how children can learn successfully.

In an effort to discern how much of the Koch playbook Broad is employing at Yale, I asked SOM about Broad’s involvement in the governance, curriculum, programming and hiring at SOM’s new center. After first indicating they would run these questions by SOM’s dean, SOM now fails to respond, despite my request for follow-up. Apparently, SOM’s Broad Center is adopting the Koch’s lack of transparency.

It is disturbing that a major university is helping enlarge the Broad pipeline, which has funneled scandal and upheaval across American public schools.

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Wendy Lecker is a columnist for the Hearst Connecticut Media Group and is senior attorney at the Education Law Center

I sure hope Betsy DeVos goes to jail!

Read why at Curmudgucation:

http://feedproxy.google.com/~r/blogspot/ORjvzd/~3/KwKCooM3p8c/devos-and-department-may-face-increased.html?utm_source=feedburner&utm_medium=email

But I bet she gets off with merely a fine, which she could pay out of change in her sofa. But one would wish that she would actually be imprisoned for helping to defraud thousands of students who ended up owing enormous sums to fraudulent, for-profit universities and trade schools; and for refusing to stop doing so, repeatedly. If she is fined, I bet that #45 finds a way to overturn it or pay for it out of the general treasury — that is, making it so that WE the taxpayers have to pay DeVos’ fine.

 

Yes, they really do want public education to fail!

A long quote from Peter Greene of Curmudgucation with some emphasis added by me.

…as the Obama administration rolled out policy, I began to realize that this was not going to be the guy to help us, that he was, in fact, going to take some of the worst parts of NCLB and keep them, boost them. Keep high stakes testing, but now judge individual teachers and not just schools. States were encouraged to fight for some additional funding, which they could do by handing over control of their state department of education to the feds. But then all states were encouraged to do the same for free to escape the penalties of NCLB, which Congress seemed completely incapable of fixing, as if– and this seemed to be a recurring theme in the early 10s– as if they actually wanted public schools to fail.

We said it over and over– when we peeked at test questions and saw how bad they were, when we asked for actionable results from last year’s tests, when we looked at the kind of crappy materials the state sent us, when we saw the unattainable goals– do they actually want us to fail??

And the more I dug into things, the more troubling they seemed. Most of what we had been told about the Common Core standards turned out to be a lie. Everywhere there were new groups with “student” and “education” in their names, important rich guys like Bill Gates, the guys in DC that we had voted for, all agreeing that we teachers in public schools, we who were devoting our lives to education and who, mostly, had far more training and experience than any of them– we were stinking up the joint. Public education was failing, and it was our fault.

“We don’t trust you. We don’t believe you or believe in you. We are trying to fix the system that you broke.” They said.

“Is this over that test? That crappy bad test?? Is that what this is about??” We asked incredulously.

“Never mind,” they said. “We’re not talking to you. You’ve done enough already. We think you’re going to need some motivation, like threats or maybe free market competition to get you to stop slacking and screwing up. Don’t like it? Big deal– we can get some of this teacher-proof curriculum in a box, or hire one of those five-week wonders from Teach for America. Your job, even though you suck at it, is not so hard.”

It began to sink in. The newly-required aligned texts. The computer-based practice testing. The test prep materials. The education-flavored businesses designed to make a buck from ed solutions, from charter schools to consulting groups. The data collection. All of those narratives were based on one premise– that public schools were failing and that some combination of solutions and alternatives were needed.

Added to that shock was the feeling of isolation. Who was on the side of public schools? Not politicians– not from either party. Not wealthy and powerful people. Not even our damned unions, which cheerfully endorsed Common Core and implicitly accepted the premise that public schools were failing.

It’s really scary.

PISA shows great US education progress under Common Core, charter proliferation, reforms. (JUST KIDDING!)

If there is anything that the recent PISA results show, it’s that the promises by David Coleman, Bill Gates, Michelle Rhee, Betsy Devos, Arne Duncan, Barack Obama, and others of tremendous achievement increases and closing socioeconomic gaps with their ‘reforms’ were completely unfilled. I am copying and pasting here how American students have done on the PISA, a test given in many, many countries, since 2006. There have been tiny changes over the past dozen years in the scores of American students in reading, math, and science, but virtually none have been statistically significant, according to the statisticians who compiled and published the data.

Then again, nearly any classroom teacher you talked to over the past decade or two of educational ‘reforms’ in American classrooms could have told you why and how it was bound to fail.

Look for yourself:

PISA results through 2018

 

Source: https://www.oecd.org/pisa/publications/PISA2018_CN_USA.pdf

 

EDIT: I meant David Coleman the educational reform huckster, not Gary Coleman the actor!

 

More Educational Miracles (Not!)

I have prepared charts and graphs for 8th grade NAEP average scale scores for black, hispanic, and white students in various jurisdictions: the entire nation; all large cities; Washington DC; Florida, Michigan; and Mississippi.

You will see that there was a general upwards trend in math from about 1992 to roughly 2007 or 2009, but the scores have mostly leveled off during the last decade. I included Michigan, since that is the state where current Education Secretary Betsy DeVos has had the mo$t per$sonal influence, but that influence doesn’t look to be positive.

While it’s good that DC’s black students no longer score the lowest in the nation (that would be Michigan – see the first graph), there is another feature of my fair city: very high-performing white students (generally with affluent, well-educated parents) in its unfortunately rather segregated public schools, as you can see in the last graph. Naep 8th grade math, black students, various placesnaep math, hispanic, 8th grade, various places

naep 8th grade math, white students, various places

Can You See The Educational Miracles in DC, Florida, Michigan, and Mississippi?

No?

Even though the Common Core curriculum is now essentially the law of the land (though well disguised), and nearly every school system devotes an enormous amount of its time to testing, and many states and cities (such as DC, Florida, and Michigan) are hammering away at public schools and opening often-unregulated charter schools and subsidizing voucher schemes?

You don’t see the miracles that MUST have flowed from those ‘reforms’?

naep reading 8th grade, black, nation, fl, dc, mi, ms, large cities

Neither can I.

I present to you average scale scores for black students on the 8th grade NAEP reading tests, copied and pasted by from the NAEP website for the past 27 years, and graphed by me using Excel. You will notice that any changes have been small — after all, these scores can go up to 500 if a student gets everything right, and unlike on the SAT, the lowest possible score is zero.

DC’s black 8th graders are scoring slightly lower than in 2013 or 2015, even though a speaker assured us that DC was an outstanding performer. Black Florida students are scoring lower than they did 2, 4, 6, or 10 years ago, even though Betsy DeVos assured us that they were setting a wonderful example for the nation. Michigan is the state where DeVos and her family has had the most influence, and it consistently scores lower than the national average. Mississippi was held up for us as a wonderful example of growth, but their score is exactly one point higher than it was in 2003.

Some miracles.

 

EDIT: Here are the corresponding charts and graphs for hispanic and white students:

naep, 8th grade reading, hispanic, various places

 

naep 8th grade reading, white students, various places

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