Where have all the teachers gone?

A lot of them have retired (like me) or quit in disgust. This writer collected comments from dozens of teachers around the nation who explained why they retired early or quit teaching altogether because they could not stand the direction that American education has taken.

Very worthwhile reading.


With Friends Like These …

With Friends Like These…

(public education doesn’t need enemies!)

An assessment by Ken Derstine of the overhaul of ESEA / NCLB / ECAA act. Here is the link:


Weekly Roundup of Educational Resistance by Bob Schaeffer

{As usual, this list is collected and distributed by Bob Schaeffer, not by me.}

The U.S. Senate has joined the House of Representatives in responding to growing, grassroots pressure by voting to overhaul “No Child Left Behind” (NCLB). The bills passed by both the Senate and House reflect widespread rejection of failed top-down, test-and-punish strategies as well as the “NCLB on steroids” waiver regime dictated by Arne Duncan. While neither version is close to perfect from an assessment reform perspective, each makes significant progress by rolling back federally mandated high-stakes, eliminating requirements to evaluate educators based on student test scores, and recognizing opt-out rights. FairTest and its allies will closely monitor the conference committee working on compromise language to make sure the gains remain in the final bill sent to President Obama — the alternative is to keep the yoke of NCLB-and-waivers in place for at least two more years, if not much longer. Meanwhile, organizers in many states are keeping the spotlight on the problems of test overuse and misuse, modeling better practices and winning additional policy victories.

Remember that back issues of these weekly updates are archived at:http://fairtest.org/news/other

National End High-Stakes Testing to Help Fix Public Education: Key Civil Rights Leader

National U.S. Senate Rejects Proposal to Give Federal Government More Say in Identifying “Failing” Schools
National Both House and Senate NCLB Overhaul Bills Allow for Penalty-Free Test Opt Out
National “Race to the Top:” Lofty Promises and Top-Down Regulation Brought Few Good Changes to America’s Schools

Exit Exam on Way Out

Two Small Districts Set Opt Out Records

Opposition Coalesces Against Smarter Balanced Tests

Governor Vetoes Opt-Out Bill; State PTA Pushed for Override Vote

More than 10,000 Young People Who Did Not Pass Grad. Test Recently Received Diplomas

Hawaii Teachers Fight Evaluations Based on Student Test Scores

Why Common Core Tests Are Harmful to Students

Third-Grade Promotion Test Pushes Reading Down Into Kindergarten

Fight to Make Charter School Disclose What Test It Uses for Kindergarten Entry

Test Cuts Came After Thorough Debate

Exam Scores Don’t Tell Full Story of Teacher Preparedness

Time Allocated to New State Tests Cut in Half

Nevada After Testing System Breakdown, State to Hire New Assessment Vendor

New Hampshire Schools Can Replace Smarter Balanced Tests with ACT or SAT

New Jersey
Be Wary of New State Teacher Ratings

New Mexico
Court Rejects Suit Seeking to Strip Pearson’s Common Core Testing Contract

New York
High School Models Authentic Assessment
New York Opt Out Movement Plans to Ratchet Up Actions Against Standardized Exam Overkill
New York Pending NCLB Overhaul Offers Hope to Reduce State’s Testing Obsession

North Carolina State’s Largest District Cuts Back Local Test Mandates
North Carolina Cautions About Test-Score-Based Teacher Pay

Students Can Meet Graduation Requirement with Work Samples in Their Home Language

Questions Mount About Using Volatile Test Results to Evaluate Teachers and Schools
Pennsylvania Teachers to School Board: Standardized Testing is Harming Students

Rhode Island
What Tests Like PARCC Do Not Measure

Teachers School Governor on Testing and Evaluations
Tennessee Local School Board to Take Up Opt Out Resolution

New Test Leading Fewer to Get GEDs

Washington State Testing Revolt Pushes State Into Uncharted Waters
Washington Over-Testing is a Flawed Strategy

“How Many Tests Can a Child Withstand?” — with apologies to Bob Dylan

The Beatings in Education Will Continue Until Morale Improves

Bob Schaeffer, Public Education Director
FairTest: National Center for Fair & Open Testing
office-   (239) 395-6773   fax-  (239) 395-6779
mobile- (239) 699-0468
web-  http://www.fairtest.org

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:


Definitely worth reading.

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.


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


Here are my major conclusions:

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.
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.
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:

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)

Listing of Educational Bloggers

This is a list of the blogs maintained at the present time by some fellow-activist teachers and others.


A Teacher on Teaching A Teacher on Teaching http://ateacheronteaching.blogspot.com/
Aaron Barlow Aaron Barlow http://academeblog.org/author/aaronbarlow/ or http://audsandens.blogspot.com/
Accountable Talk Accountable Talk http://www.accountabletalk.com/
Adam Bessie Automated Teaching Machine http://adambessie.com/
Alan Singer Alan Singer http://www.huffingtonpost.com/alan-singer/
Alexandra Miletta Alexandra Miletta http://alexandramiletta.blogspot.com
Alice Mercer Reflections on Teaching http://mizmercer.edublogs.org
Allan Jones Allan Jones https://www.facebook.com/groups/1398276720427252/
Amy Moore Amy Moore http://www.desmoinesregister.com/topic/065294af-047d-4b86-beb4-0d401eb82096/
Andy Spears Tennessee Education Report http://tnedreport.com/
Ani McHugh Teacherbiz http://teacherbiz.wordpress.com
Ann Policelli Cronin Ann Policelli Cronin http://reallearningct.com/
Anne Tenaglia Teacher’s Lessons Learned http://teacherslessonslearned.blogspot.com/
Anthony Cody Anthony Cody http://www.livingindialogue.com/
Arthur Getzel The Public Educator (aka liberalteacher) http://thepubliceducator.com/
Arthur Goldstein NYCEducator http://nyceducator.com/
Arthur H. Camins Arthur H. Camins http://www.arthurcamins.com/
Audrey Amrein-Beardsley VAMboozled http://vamboozled.com/
Aurelio M. Montemayor Parent Leadership in Education http://parentleadershipined.blogspot.com/
Badass Teachers Association (Marla Kilfoyle, Melissa Tomlinson) Badass Teachers Association http://badassteachers.blogspot.com/ and http://www.badassteacher.org/
Barbara Madeloni Educators for a Democratic Union http://www.educatorsforademocraticunion.com/
Barbara McClanahan readingdoc http://readingdoc.wordpress.com/
Betsy Combier Parent Advocatees http://www.parentadvocates.org/
Big Education Ape Big Education Ape http://bigeducationape.blogspot.com/
Bill Betzen School Achieve Project http://schoolarchiveproject.blogspot.com/
Bill Boyle Educarenow http://educarenow.wordpress.com/
Bob Sikes Scathing Purple Musings http://bobsidlethoughtsandmusings.wordpress.com/
Bob Valiant Defend-Ed http://defend-ed.org/
Bonnie Cunard Continuing Change http://gatorbonbc.wordpress.com/ orhttp://bonniecunardmargolin.weebly.com/
Bonny Buffington BBBloviations http://www.bbbloviations.blogspot.com/
Brett Bymaster Stop Rocketship http://www.stoprocketship.com
Brett Dickerson Life At the Intersections http://www.brettdickerson.net/
Brian Cohen Making the grade blog http://www.bncohen.com/
Brian Redmond rsbandman http://rsbandman.wordpress.com
Bruce Baker School Finance 101 http://schoolfinance101.wordpress.com/
Bruce Bowers Reflections on teaching and learning www.tremphil.com
Carol Burris Carol Burris http://roundtheinkwell.com/ and Answer Sheet
Chaz Chaz’s School Daze http://chaz11.blogspot.com/
Chris Cerrone Children should not be a number http://www.nystoptesting.com/
Chris Guerrieri Jaxkidsmatter http://jaxkidsmatter.blogspot.com/
Chris Thinnes Chris Thinnes http://chris.thinnes.me
Christian Goering Edusanity http://www.edusanity.com/
Christopher Martell On Social Studies and Education http://christophermartell.blogspot.com
Christopher Tienken Christopher Tienken http://christienken.com/blog/
Christopher Wooleyhand Common Sense School Leadership http://christopherwooleyhand.edublogs.org
Claudia Swisher Claudia Swisher http://fourthgenerationteacher.blogspot.com/
Cynthia Liu K12NN News Network http://k12newsnetwork.com/
Dan McConnell Truth and Consequences http://dan-mcconnell.blogspot.com/
Daniel Katz Daniel Katz http://danielskatz.net/
Darcie Cimarusti Mother Crusader http://mothercrusader.blogspot.com/
David Chura Kids in the System http://kidsinthesystem.wordpress.com/
David Cohen InterACT:  Accomplished California Teacher http://accomplishedcaliforniateachers.wordpress.com/
David Ellison A Teacher’s Mark’s http://ateachersmarks.blogspot.com/
David Greene DCG MENTORING https://dcgmentor.wordpress.com 
Debbie Forward PFF Faculty Lounge http://pfffacultylounge.wordpress.com/
Deborah McCallum Big Ideas in Education http://bigideasineducation.ca/
Deborah Meier Deborah Meier http://blogs.edweek.org/edweek/Bridging-Differences/
Demian Godon Reconsidering TFA https://reconsideringtfa.wordpress.com/
Derek Black Education Law Prof Blog http://lawprofessors.typepad.com/education_law/
Diane Aoki The Teacher I Want to Be http://dianeaoki.blogspot.com/
Diane Ravitch Diane Ravitch http://dianeravitch.net
DOE Nutes DOE Nuts Blog http://nycdoenuts.blogspot.com/
Don Russell Lifting The Curtain http://liftingthecurtainoneducation.wordpress.com/
Dora Taylor Seattle Education http://seattleducation2010.wordpress.com/
Doug Martin Doug Martin http://www.schoolsmatter.info/ 
Edward Berger Edward Berger http://edwardfberger.com/
Elizabeth Rose Yo Miz http://yomizthebook.com/
Francesco Portelos Educator Fights Back  or Don’t Tread on Educators http://dtoe.org/ or http://protectportelos.org/
Fred Klonsky Fred Klonsky http://preaprez.wordpress.com/
Gary Rubinstein Gary Rubinstein https://garyrubinstein.wordpress.com/
Gene Glass Education in Two Words http://ed2worlds.blogspot.com/
George Schmidt Substance News http://www.substancenews.net/
George Wood George Wood http://www.essentialschools.org/
Gerri Songer Gerri Song http://gerriksonger.wordpress.com/
Glen Brown Teacher Poet Musician http://teacherpoetmusicianglenbrown.blogspot.com/
Good Morning Art Teacher Good Morning Art Teacher http://goodmorningartteacher.blogspot.com/
Greg Mild Plumberbund http://www.plunderbund.com/
Guy Brandenburg Guy Brandenburg https://gfbrandenburg.wordpress.com/
Helen Gym Philadelphia Public School Notebook http://thenotebook.org/blog
Jack McKay Horace Mann League Blog http://blog.hmleague.org/
James Arnold Dr. James Arnold http://drjamesarnold.blogspot.com/
James Avington Miller, Jr The War Report on Public Education http://thewarreportonpubliceducation.wordpress.com and http://bbsradio.com/thewarreport
James Boutin An Urban Teachers Education http://www.anurbanteacherseducation.com/
James Chascherrie Stop Common Core in Washington State http://stopcommoncorewa.wordpress.com/
James Hamric Hammy’s Education Blog http://edreformblog.wordpress.com/
Jan Resseger Jan Resseger http://janresseger.wordpress.com/
Jane Nixon Willis Staying Strong in School http://stayingstronginschool.blogspot.com/
Jason France Crazy Crawfish http://crazycrawfish.wordpress.com/
Jason L. Endacott EduSanity http://www.edusanity.com/
Jason Stanford Jason Stanford http://www.huffingtonpost.com/jason-stanford/
Jeff Bryant Jeff Bryant http://educationopportunitynetwork.org/
Jen Hogue V.A.M. It! http://valueaddedmeasureit.blogspot.com/
Jennifer Berkshire EduShyster http://edushyster.com/
Jesse Hagopian Jesse Hagopian http://iamaneducator.com/
Jessie Ramey Yinzercation http://yinzercation.wordpress.com/
Jill Conroy The Indignant Teacher http://theindignantteacher.wordpress.com/
Jo Lieb Poetic Justice http://poeticjusticect.com/
Joe Bower For the love of learning http://www.joebower.org/
John J. Viall A Teacher on Teaching http://ateacheronteaching.blogspot.com/
John Kuhn EdGator https://edgator.com
John Young Transparent Christina http://transparentchristina.wordpress.com/
Jonathan Lovell Jonathan Lovell’s Blog http://jonathanlovell.blogspot.com/
Jonathan Pelto Wait, What? http://jonathanpelto.com/
Jose Vilson Jose Vilson http://thejosevilson.com/
Joshua Block Joshua Block http://mrjblock.com/
Julian Vasquez Heilig Cloaking Inquity http://cloakinginequity.com/
Justin Aion Relearning to Teach http://relearningtoteach.blogspot.com/
Karren Harper Royal Edutalknola http://edutalknola.com/
Katie Lapham Critical Classrooms https://criticalclassrooms.wordpress.com/
Ken Derstine Defend Public Education http://www.defendpubliceducation.net/
Ken Previti Reclaim Reform http://reclaimreform.com/
Kenneth Bernstein Teacher Ken http://www.dailykos.com/user/teacherken
Kevin Welner Kevin Welner http://www.huffingtonpost.com/kevin-welner/ andhttp://nepc.colorado.edu
Lani Cox The Missing Teacher http://lanivcox.blogspot.com/
Larry Cuban Larry Cuban http://larrycuban.wordpress.com/
Larry Feinberg Keystone State Education Coalition http://keystonestateeducationcoalition.blogspot.com/
Lee Barrios Geauxteacher http://www.geauxteacher.net/
Leonard Isenberg Perdaily http://www.perdaily.com/
Leonie Haimson Class Size Matters http://nycpublicschoolparents.blogspot.com/
Levi B Cavener Idahospromise http://idahospromise.org/
Linda Thomas Restore Reason http://restorereason.com/
Lisa Guisbond Fairtest http://www.fairtest.org/
Lloyd Lofthouse Crazy Normal the classroom expose http://crazynormaltheclassroomexpose.com/  or http://lloydlofthouse.org/
Lucianna Sanson The War Report on Public Education https://thewarreportonpubliceducation.wordpress.com/
M. Shannon Hernandez My Final 40 Days http://myfinal40days.com/
Maria Rosa THE INSURGENT TEACHER BLOG http://theinsurgentteacher.blogspot.com/
Marie Corfield Marie Corfield http://mcorfield.blogspot.com/
Marion Brady Marion Brady http://www.marionbrady.com/
Mark Naison With a Brooklyn Accent and Dump Duncan http://withabrooklynaccent.blogspot.com/ and http://dumpduncan.org/
Mark Weber Jersey Jazzman http://jerseyjazzman.blogspot.com/
Martha Infante Martha Infante http://dontforgetsouthcentral.blogspot.com/
Matt Farmer Matt Farmer http://www.huffingtonpost.com/matt-farmer/
Mel Katz The Education Activist: From Student to Teacher https://theeducationactivist.wordpress.com/
Melissa Westbrook Seattle Schools Community Forum http://saveseattleschools.blogspot.com/
Mercedes Schneider Deutsch29 http://deutsch29.wordpress.com/
Michael Klonsky Michael Klonsky http://michaelklonsky.blogspot.com/ and http://schoolingintheownershipsociety.blogspot.com/
Michelle Gunderson Education Matters https://www.facebook.com/michelle.gunderson.education.matters
Mike Deshotels Louisiana Educator http://louisianaeducator.blogspot.com/
Mike Rose Mike Rose’s Blog http://mikerosebooks.blogspot.com
Mike Warner Education Under Attack http://educationunderattack.info/
Minnsanity Minnsanity http://minnsanity.wordpress.com/
Morna McDermott Education Alchemy http://www.educationalchemy.com/
Mrs. Fanning LA Woman http://fanninglawoman.blogspot.com/
Ms Kate Ms Katie’s Ramblings http://mskatiesramblings.blogspot.com/
Nancy Bailey Nancy Bailey’s Education Website http://nancyebailey.com/
Nancy Flanagan Teacher in a Strange Land http://blogs.edweek.org/teachers/teacher_in_a_strange_land/
Nicholas Tampio Nicholas Tampio http://www.huffingtonpost.com/nicholas-tampio/
Nikhil Goyal Nikhil Goyal http://nikhilgoyal.me/
Norm Scott Ed Notes Online http://ednotesonline.blogspot.com/
Ogo Okoye-Johnson Ogo Okoye-Johnson http://ogookoye-johnson.net/
OK Education Truth okeducationtruths http://okeducationtruths.wordpress.com/
Outside The Box Outside the Box http://teacher-anon.blogspot.com/ 
Patrick Walsh http://raginghorse.wordpress.com/
Paul Horton Education News http://www.educationviews.org/author/paulh/
Paul Thomas The becoming radical http://radicalscholarship.wordpress.com/
Peggy Robertson Peg with Pen http://www.pegwithpen.com/
Perdido St School Perdido St School http://perdidostreetschool.blogspot.com/
Peter DeWitt Peter DeWitt http://blogs.edweek.org/edweek/finding_common_ground/
Peter Goodman Ed in the Apple http://mets2006.wordpress.com/
Peter Greene Curmudgucation http://www.curmudgucation.blogspot.com/
Phillip Cantor Sustainable Education Transformation http://phillipcantor.com/
Rachael Stickland Student Privacy Matters http://www.studentprivacymatters.org/
Rachel Levy All Things Education http://allthingsedu.blogspot.com/
Ralph Ratto Opine I will http://rlratto.wordpress.com/
Ray Salazar The White Rino http://www.chicagonow.com/white-rhino
Rob Miller View From the Edge http://www.viewfromtheedge.net/
Rob Panning-Miller Public Education Justice Alliance of Minnesota http://pejamn.blogspot.com/
Robert Cotto Jr. The Cities, Suburbs & Schools Project http://commons.trincoll.edu/cssp/
Robert D. Skeels Solidaridad http://rdsathene.blogspot.com/
Russ Walsh Russ on Reading http://russonreading.blogspot.com/
Ruth Conniff Public School Shakedown http://www.publicschoolshakedown.org/
Sam Chaltain Sam Chaltain http://www.samchaltain.com
Sara Roos Sara Roos http://redqueeninla.com/
Sarah Blaine Parenting the core http://parentingthecore.wordpress.com/
Sarah Darer Littman Sarah Darer Littman http://www.ctnewsjunkie.com
Sarah Lahm Sarah Lahm http://www.tcdailyplanet.net/eyes-education
Save Public Education Save Public Education
Sharon Higgins Charter School Scandals http://charterschoolscandals.blogspot.com/
Shaun Johnson Chalk Face http://atthechalkface.com/
Sherman Dorn Sherman Dorn http://shermandorn.com/wordpress/
South Bronx School South Bronx School http://www.southbronxschool.com/
Stephanie Rivera Teacher Under Construction http://teacherunderconstruction.com/
Stephen Dyer 10th Period http://10thperiod.blogspot.com/
Stephen Krashen Stephen Krashen http://www.schoolsmatter.info/ and http://skrashen.blogspot.com/
Steve Hinnefeld Steve Hinnefeld http://inschoolmatters.wordpress.com/
Steve O’Donoghue Steve O’Donogue http://www.counterintuitive.com/
Steve Strieker One Teachers Perspective http://oneteachersperspective.blogspot.com/
Steven Singer Gad Fly On the Wall Blog http://gadflyonthewallblog.wordpress.com/
Stu Bloom Live Long and Prsoper http://bloom-at.blogspot.com/
Sullio The Pen is Mightier than the Person http://sullio.blogspot.com/
Susan DuFresne Educating the Gates Foundation http://educatingthegatesfoundation.com/
Susan DuFresne and Katie Lapham Teachers Letters to Bill Gates http://teachersletterstobillgates.com/
Susan Ohanian Susan Ohanian http://www.susanohanian.org/
TB Furman tbfurman http://www.tbfurman.us/
TC Dad Gone Wild http://norinrad10.wordpress.com/
Teacher Reality Teacher Reality http://teacherreality.com/
Teacher Tom Teacher Tom http://teachertomsblog.blogspot.com/
Ted Cohen Newark Schools For Sale http://NewarkSchoolsForSale.wordpress.com
The Assailed Teacher http://theassailedteacher.com/
The Teaching Nomad The Teaching Nomad www.theteachingnomad.com/blog 
Tim Slekar Busted Pencils http://bustedpencils.com/ 
Tom Aswell Louisiana Voice http://louisianavoice.com/
Tracy Novick Who-cester Blog http://who-cester.blogspot.com/
Ty Alper Ty Alper (SF School Board candidate) http://www.huffingtonpost.com/ty-alper/ or http://www.tyalper.org
Urban Ed Urban Ed http://nycurbaned.blogspot.com/
Vanessa Vaile Precarious Faculty Blog http://www.precariousfacultyblog.com/ or http://nationalmobilizationforequity.org/
Wag the Dog Wag the Dog http://vigornotrigor.wordpress.com/
Walt Gardner Walt Garnder http://blogs.edweek.org/edweek/walt_gardners_reality_check/
Wayne Gersen Network Schools http://waynegersen.com/
Wendy Lecker Wendy Lecker http://www.stamfordadvocate.com
Xian Barrett Xian Barrett http://newvoicestrategies.org/
Yohuru Williams Yohuru Williams http://www.yohuruwilliams.net/
Yong Zhao Education in the Age of Globalization http://zhaolearning.com

Just how flat ARE those 12th grade NAEP scores?

Perhaps you read or heard that the 12th grade NAEP reading and math scores, which just got reported, were “flat“.

Did you wonder what that meant?

The short answer is: those scores have essentially not changed since they began giving the tests! Not for the kids at the top of the testing heap, not for those at the bottom, not for blacks, not for whites, not for hispanics.

No change, nada, zip.

Not even after a full dozen years of Bush’s looney No Child Left Behind Act, nor its twisted Obama-style descendant, Race to the Trough. Top.

I took a look at the official reports and I’ve plotted them here you can see how little effect all those billions spent on testing;  firing veteran teachers; writing and publishing new tests and standards; and opening thousands of charter schools has had.

Here are the tables:

naep 12th grade reading by percentiles over time

This first graph shows that other than a slight widening of the gap between the kids at the top (at the 90th percentile) and those at the bottom (at the 10th percentile) back in the early 1990s, there has been essentially no change in the average scores over the past two full decades.

I think we can assume that the test makers, who are professional psychometricians and not political appointees, tried their very best to make the test of equal difficulty every year. So those flat lines mean that there has been no change, despite all the efforts of the education secretaries of Clinton, Bush 2, and Obama. And despite the wholesale replacement of an enormous fraction of the nation’s teachers, and the handing over of public education resources to charter school operators.

naep 12th grade reading by group over time


This next graph shows much the same thing, but the data is broken down into ethnic/racial groups. Again, these lines are about as flat (horizontal) as you will ever see in the social sciences,

However, I think it’s instructive to note that the gap between, say, Hispanic and Black students on the one hand, and White and Asian students on the other, is much smaller than the gap between the 10th and 90th percentiles we saw in the very first graph: about 30 points as opposed to almost 100 points.
naep 12th grade math by percentiles over time


The third graph shows the  NAEP math scores for 12th graders since 2005, since that was the first time that the test was given. The psychometricians atNAEP claim there has been a :statistically significant” change since 2005 in some of those scores, but I don’t really see it. Being “statistically significant’ and being REALLY significant are two different things.

*Note: the 12th grade Math NAEP was given for the first time in 2005, unlike the 12th grade reading test.

naep 12th grade math by group over time


And here we have the same data broken down by ethnic/racial groups. Since 2009 there has been essentially no change, and there was precious little before that, except for Asian students.

Diane Ravitch correctly dismissed all of this as a sign that everything that Rod Paige, Margaret Spellings and Arne Duncan have done, is a complete and utter failure. Her conclusion, which I agree with, is that NCLB and RTTT need to be thrown out.


Charter School Segregation in New Jersey – information courtesy of Jersey Jazzman

Here’s the link: http://jerseyjazzman.blogspot.com/2014/04/uncommon-comes-to-camden-let.html

The attrition rates for students in the ‘highly-rated’ Camden charter schools look just like what I found here in Washington, DC.

Effectiveness of SAT?

Important study on the usefulness of the SAT, but first, a little background.

Today’s SAT is the direct descendant of the very first IQ tests such as the Stanford-Binet test and the Army Alpha and Beta tests devised by Binet, Terman and others about a century ago. (The “A” used to stand for “aptitude”, which is essentially a synonym for “intelligence”, which is what the “I” in “IQ” stood for. Eventually they changed the names a bit and the “A” just means “A”, or so they say.)

All of that means that the SAT has a history that is frankly, not very nice.

From the very beginning, the test results were very much aligned with the amount of family wealth of the person taking the test, and were also hailed for allegedly showing that certain races of people were inferior. The Army IQ tests found that poor Jewish and Italian immigrant draftees in World War 1 who spoke very little English did about almost as poorly as poor Mexican-American or Negro inductees. On the basis of that, various forces “preached the doctrine of Nordic supremacy and agitated to curtail the immigration of Jews and southern Europeans to America.” (Mismeasure of Man, p. 144)

(We should remember that in 1917 and 1918, most of those young Black male draftees had parents and/or grandparents who were held as slaves up until Emancipation during the Civil War, and that it was ILLEGALTO TEACH those slaves TO READ OR WRITE. Not surprising that the children of slaves might not be the best readers in the nation! Let us also remember that about 25 years before World War 1, strict new Jim Crow regulations were enacted and enforced, partly by lynching, to ensure that southern Blacks were essentially forced into slavery by another name.

Nonetheless, the results of those early IQ tests were used to justify the forcible sterilization of many poor people, especially if they were black, hispanic, or American Indians, although there were a lot of very poor southern whites who were also sterilized by court order — again, justified by the results of those racist, classist “mental exams”. (see War Against the Weak )

Let me remind you that it took Binet and Terman and others quite a lot of trial and error to get the results of their tests to come out the way they wanted, with the ‘nice’ kids of wealthy families getting good scores and the poor kids that were universally looked down upon, getting low scores. Many tasks and questions had to be thrown out because the poor kids would do as well as, or better than, the more-advantaged kids on the item or task. (Check out Mismeasure of Man by the late Steven Jay Gould for a fairly readable and not too technical account- and it’s 100% freely available, by permission, online!)

Also as a result of those early IQ tests, the US passed racist and anti-semitic immigration laws that restricted  immigration by Jews, blacks, Asians, and even Europeans who didn’t come from non-“Nordic” countries.

[One forgets that racists tend to change their definitions of the favored groups from era to era – a century ago, European and North American racists would write serious articles about how the ratios of the length and width of the average skull of a nation or group would tell you whether they were going to be of a superior race or not. And believe it or not, being more susceptible to malaria was seen as a sign of SUPERiority rather than the reverse — but only because the European colonizers and imperialists going to tropical areas to exploit the natives tended to get very sick and die from malaria whereas the locals were much more likely to have a blood type that gave them resistance to malaria (complicated story, by the way, which you can read about in Epidemic of Absence by Moises Velasquez Manoff. I highly recommend both of these books!]

How many Jews would have survived Hitler’s extermination camps if there hadn’t been those minuscule quotas on Jews immigrating to the US to escape the Nazis? How many MILLIONS of people would NOT have died in the horrors of World War 2 if Adolf Hitler hadn’t been able to build up his Nazi Stormtroopers both with funds and propaganda from Henry Ford and other American racists and anti-semites? (I’m not exaggerating; Nazis acclaimed Ford as a “mainstay…in their efforts to destroy the Jew”. See here for the quote. page 300)

Fast forward to today.

As I said, the SAT and all of these other NCLB and RTTT and PARCC tests are direct descendants of the original IQ tests, with changes and modifications every so often over the past century.

My claim is that they are used to attack the schools of the poor by closing them down and re-segregating them even more than before into single-ethnicity charter schools, and making it so that no unified, common voice of the poor can arise to fight for improved conditions. Because of the t

Everywhere I or anybody else look(s), we see the same very close correlation between the scores on those tests and the wealth of the families whose children take the tests. I posted some graphs from Westchester County, NY last week, and the R-squared value was about 0.88 — in ordinary language, we can say the two variables of average home price and average test scores were 88% connected — about as strong a connection between two variables as you will ever see in the social sciences.

So, what do the powers-that-be do about this? Do they try to ameliorate the gross disparities between the rich and the poor, by, say, providing universal pre-care and other so-called “wrap-around” services to alleviate some of the demoralizing and dispiriting effects of poverty? Or pushing for unionization of service workers and raising the minimum wage? Or putting actual medical and dental and optical clinics into schools so that kids don’t have to miss entire days of school to fill a cavity, get their immunization shoots, or get glasses or contact lenses? Add after-school programs and meals so that kids can play sports or learn skills or play instruments or enact dramas and musicals or whatever…

No, none of that. That would be socialism, you know.

The educational DEformers of today have a MUCH better idea. (not)

Blame the schools! Blame the teachers! Fire the staff at schools that enroll poor kids (white or black or brown or whatever, but starting off in the inner cities), close those schools down, and turn them over to private corporations with no checks and balances and accountable to nobody, least of all the parents of the kids enrolled there. Deprive the teachers of any voice whatsoever in how the school is run by eliminating the presence of either teachers’ union.  Make the claim that only “excellent” and “highly-qualified” teachers can make a difference by innovating, but then make a practice of hiring totally inexperienced teachers with no training at all, micromanaging their every word, and saddling them with scripted lessons and never-ending busywork in gathering and displaying useless data… That the teachers are in fact no longer able to come with a repertory of lessons that are ‘outside the box’ before they burn out and quit or else get fired for falling afoul of the results of the roulette wheel we call Value Added Measurement (VAM). Claim that teachers shouldn’t teach to the test, but make it so that the entire school year becomes test prep. Pretend that the new group of privatizing chancellors have much better results than before.

Then you actually look at the results and you see that the chancellors have no clothes.

The results are the same before all these reforms as after all these “rhee”forms.

I have documented this numerous times in this blog over the past 55 months. Just enter “NAEP” into the search box at the top of this page – you will get lots and lots of articles with graphs showing how they have been doing in DC and elsewhere.

In my latest posts, I looked at Erich Martel’s data on the erosion of the high school classes in Washington DC in the regular public high schools and in the high schools run by boutique or chain charters. Despite what you may have heard in Washington Post headlines and editorials, the attrition rates in both types of schools are just about identical. And high.

In BOTH cases, about 45% of the students somehow disappear between 9th grade and 12th grade.

(Where they go, you and I have only a general idea but there are no detailed statistics to share. It would take years of work to find out where they went, if OSSE were to cooperate on data requests AND if I had nothing else to do with my life AND if could hire a bunch of assistants — none of which is about to happen.)

But in any case, that data puts the lie to the frequent claim that charter schools somehow achieve 100% graduation rates with the same kids.

(And anyway, these are NOT the same kids — parents of charter school children actually have to decide to apply to the school and then follow all of the steps required to enroll (sometimes very difficult steps, sometimes not so hard, but there are some steps) and we know that there are many fewer ESL students and special education students. I’ve shown that the charter schools in DC routinely shed about 6% of their population from September to April, despite their protestations to the contrary, enough to weed out enough various types of trouble-makers and to make an impression on the other students. Public schools are increasingly prohibited from taking virtually any disciplinary measures against students, whereas DC’s charter schools have suspension and expulsion rates roughly ten times as high as do the regular public schools. All documented, not made up.)

So, in essence, after all that turmoil, all that dismantlement of the public schools, all those teachers fired, and education in most schools, charter and private, being turned into boring, scripted test-prep and a confusing Common Core curriculum, with fewer enrichment activities and more time taken for test preparation, has produced bupkis (באָבקעס in Yiddish) and which comes from Slavic words meaning “goat droppings” — very appropriate.

Many parents – including relatively low-income families living in Anacostia and my neighborhood (Brookland) —  get on the lottery to enroll in charter schools if they think that their local public school has too many poor kids who are going to act poorly in class and score poorly on tests, because they see it as impossible to improve the resources at their local school. In wealthier regions families often raise large sums so that the local PTA can supplement the school budget to hire staff or improve facilities and fund after-school activities that are impossible in poor neighborhoods.

(My wife and I made the decision to send our kids to DC public schools from kindergarten through 12th grade. Going to schools as a minority white kid wasn’t the worst thing that could happen! When he was younger, my son would tell me stories of how the kids he knew who went to the private schools simply knew nothing about life in the inner cities. He now runs a small business as a gym owner in Georgetown called The Body You Want, and his sister works in the film industry behind the scenes and lives with her husband in the SF Bay Area. I even have a wonderful 8-month old grand-daughter courtesy of my daughter-in-law…)

When we look at the NAEP scores in DC and other cities, we see that they pretty much lie on a straight line from the mid-1990s to the present. A line that slants upwards to the right. In other words, the scores were increasing for black and hispanic students in DC starting about 10 years before Michelle Rhee was anointed Chancellor*.

(Thanks to good reporting at USA today, we also know that some of those bonuses were won by out-and-out cheating, most famously at Noyes elementary not too far from my house, but in hundreds of other schools as well.)

We know that the statistics on Advanced Placement scores in DC’s public and charter schools are still dismal.

We have seen charter schools run nearly like private banks for some of their founders — a chance for a well-connected few to raid the public treasury and deprive their students

All of that mean-spirited and hypoocritical activity on the part of the billionaires and their educational foundations does not come in the overt and mean-spirited language of a century ago


Finally: how useful is the SAT in predicting how well a person will do? Well, it can be a self-fulfilling prophecy: if you have very high scores, you’ll be more likely to get into a higher-ranked college and to be offered scholarships rather than loans, and you are also more likely to have parents who can pay the rest of your college bill, so you aren’t saddled with tens of thousands of dollars in debt upon graduation. Your classmates’ parents are more likely to have connections through which you can get hired at a good job that actually pays good money (rather than having to do a few years of unpaid internships to land an entry-level job at low pay and no advancement).

There is a big difference between having very high test scores and having other skills that end up being more important in the real world. (I mean, I like math and calculus, but how many jobs out there really require the constant use of differential or integral calculus? Some, but not very many!) Much more important are personal qualities like steadfastness, determination, ability to get along with other people and to motivate them to do well at a common task, independence, and problem-solving ability.

A study has shown this by looking at life results of students who did, or did not, submit SAT scores to the colleges and universities they were applying to from high school. We can assume that those students who did NOT submit their scores had, in fact, seen their scores and thought that those scores were going to hurt their chances of being admitted. Thus, it is reasonable to conclude that they had, or would have had, lower SAT scores than the applicants who DID submit their SAT scores.

Results? Basically, no difference in life results between the high-scorers and the low-scorers. To Quote from the abstract:

Non-submitters are more likely to be first-generation-to-college students, minorities, Pell Grant recipients, women and students with Learning Differences …

Few significant differences between submitters and non-submitters of testing were observed in Cumulative GPAs and graduation rates, despite significant differences in SAT/ACT scores.




* She was anointed by Adrian Fenty on the advice of  Joel Klein, despite her obviously faked resume claims of achieving miracles (that she later admitted were made up, too) and her utter lack of experience running a school. Most of the principals she hired are gone, though she claimed to the press that she was able to divine the inner traits of every interviewee in just a few minutes. She fires hundreds of veteran teachers using a completely phony budget crisis to make an end-run around any contractual provisions, and then suddenly “found” money to hire a bunch of lower-paid, less-experienced teachers just a couple of months later. She even managed to corrupt the head of the teachers’ union into going over to the other side and signing away any contractual protections for teachers from arbitrary firings in exchange for phantom bonuses.



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