Will these ‘lost’ months of school really matter?

David Berliner explains that the academic topics untaught during these months of coronavirus shutdowns of schools aren’t really all that much to worry about — as long as kids have been engaged in useful or imaginative projects of their own choosing. This first appeared on Diane Ravitch’s blog. I found it at Larry Cuban’s blog.

Worried About Those “Big” Losses on School Tests Because Of Extended Stays At Home? They May Not Even Happen,
And If They Do, They May Not Matter Much At All!

David C. Berliner
Regents Professor Emeritus
Mary Lou Fulton Teachers College
Arizona State University
Tempe, AZ.

Although my mother passed away many years ago, I need now to make a public confession about a crime she committed year in and year out. When I was young, she prevented me from obtaining one year of public schooling. Surely that must be a crime!

Let me explain. Every year my mother took me out of school for three full weeks following the Memorial Day weekend. Thus, every single year, from K through 9th grade, I was absent from school for 3 weeks. Over time I lost about 30 weeks of schooling. With tonsil removal, recurring Mastoiditis, broken bones, and more than the average ordinary childhood illnesses, I missed a good deal of elementary schooling.
How did missing that much schooling hurt me? Not at all!

First, I must explain why my mother would break the law. In part it was to get me out of New York City as the polio epidemic hit U.S. cities from June through the summer months. For each of those summers, my family rented one room for the whole family in a rooming house filled with working class families at a beach called Rockaway. It was outside the urban area, but actually still within NYC limits.

I spent the time swimming every day, playing ball and pinochle with friends, and reading. And then, I read some more. Believe it or not, for kids like me, leaving school probably enhanced my growth! I was loved, I had great adventures, I conversed with adults in the rooming house, I saw many movies, I read classic comics, and even some “real” literature. I read series after series written for young people: Don Sturdy, Tom Swift, the Hardy Boys, as well as books by Robert Louis Stevenson and Alexander Dumas.

So now, with so many children out of school, and based on all the time I supposedly lost, I will make a prediction: every child who likes to read, every child with an interest in building computers or in building model bridges, planes, skyscrapers, autos, or anything else complex, or who plays a lot of “Fortnite,” or “Minecraft,” or plays non-computer but highly complex games such as “Magic,” or “Ticket to Ride,” or “Codenames” will not lose anything measurable by staying home. If children are cared for emotionally, have interesting stuff to play with, and read stories that engage them, I predict no deficiencies in school learning will be detectable six to nine months down the road.
It is the kids, rich or poor, without the magic ingredients of love and safety in their family, books to engage them, and interesting mind-engaging games to play, who may lose a few points on the tests we use to measure school learning. There are many of those kinds of children in the nation, and it is sad to contemplate that.

But then, what if they do lose a few points on the achievement tests currently in use in our nation and in each of our states? None of those tests predict with enough confidence much about the future life those kids will live. That is because it is not just the grades that kids get in school, nor their scores on tests of school knowledge, that predict success in college and in life. Soft skills, which develop as well during their hiatus from school as they do when they are in school, are excellent predictors of a child’s future success in life.

Really? Deke and Haimson (2006), working for Mathmatica, the highly respected social science research organization, studied the relationship between academic competence and some “soft” skills on some of the important outcomes in life after high school. They used high school math test scores as a proxy for academic competency, since math scores typically correlate well with most other academic indices. The soft skills they examined were a composite score from high school data that described each students’ work habits, measurement of sports related competence, a pro-social measure, a measure of leadership, and a measure of locus of control.

The researchers’ question, just as is every teacher’s and school counselor’s question, was this: If I worked on improving one of these academic or soft skills, which would give that student the biggest bang for the buck as they move on with their lives?

Let me quote their results (emphasis by me [-not me! GFB])

Increasing math test scores had the largest effect on earnings for a plurality of the students, but most students benefited more from improving one of the nonacademic competencies. For example, with respect to earnings eight years after high school, increasing math test scores would have been most effective for just 33 percent of students, but 67 percent would have benefited more from improving a nonacademic competency. Many students would have secured the largest earnings benefit from improvements in locus of control (taking personal responsibility) (30 percent) and sports-related competencies (20 percent). Similarly, for most students, improving one of the nonacademic competencies would have had a larger effect than better math scores on their chances of enrolling in and completing a postsecondary program.

​This was not new. Almost 50 years ago, Bowles and Gintis (1976), on the political left, pointed out that an individual’s noncognitive behaviors were perhaps more important than their cognitive skills in determining the kinds of outcomes the middle and upper middle classes expect from their children. Shortly after Bowles and Gintis’s treatise, Jencks and his colleagues (1979), closer to the political right, found little evidence that cognitive skills, such as those taught in school, played a big role in occupational success.

Employment usually depends on certificates or licenses—a high school degree, an Associate’s degree, a 4-year college degree or perhaps an advanced degree. Social class certainly affects those achievements. But Jenks and his colleagues also found that industriousness, leadership, and good study habits in high school were positively associated with higher occupational attainment and earnings, even after controlling for social class. It’s not all about grades, test scores, and social class background: Soft skills matter a lot!

Lleras (2008), 10 years after she studied a group of 10th grade students, found that those students with better social skills, work habits, and who also participated in extracurricular activities in high school had higher educational attainment and earnings, even after controlling for cognitive skills! Student work habits and conscientiousness were positively related to educational attainment and this in turn, results in higher earnings.

It is pretty simple: students who have better work habits have higher earnings in the labor market because they are able to complete more years of schooling and their bosses like them. In addition, Lleras’s study and others point to the persistent importance of motivation in predicting earnings, even after taking into account education. The Lleras study supports the conclusions reached by Jencks and his colleagues (1979), that noncognitive behaviors of secondary students were as important as cognitive skills in predicting later earnings.
So, what shall we make of all this? I think poor and wealthy parents, educated and uneducated parents, immigrant or native-born parents, all have the skills to help their children succeed in life. They just need to worry less about their child’s test scores and more about promoting reading and stimulating their children’s minds through interesting games – something more than killing monsters and bad guys. Parents who promote hobbies and building projects are doing the right thing. So are parents who have their kids tell them what they learned from watching a PBS nature special or from watching a video tour of a museum. Parents also do the right thing when they ask, after their child helps a neighbor, how the doing of kind acts makes their child feel. This is the “stuff” in early life that influences a child’s success later in life even more powerfully than do their test scores.

So, repeat after me all you test concerned parents: non-academic skills are more powerful than academic skills in life outcomes. This is not to gainsay for a minute the power of instruction in literacy and numeracy at our schools, nor the need for history and science courses. Intelligent citizenship and the world of work require subject matter knowledge. But I hasten to remind us all that success in many areas of life is not going to depend on a few points lost on state tests that predict so little. If a child’s stay at home during this pandemic is met with love and a chance to do something interesting, I have little concern about that child’s, or our nation’s, future.

Bowles, S., & Gintis, H. (1976). Schooling in Capitalist America. New York: Basic Books.

Deke, J. & Haimson, J. (2006, September). Expanding beyond academics: Who benefits and how? Princeton NJ: Issue briefs #2, Mathematica Policy Research, Inc. Retrieved May 20, 2009 from:http://www.eric.ed.gov:80/ERICDocs/data/ericdocs2sql/content_storage_01/0000019b/80/28/09/9f.pdfMatematicapolicy research Inc.

Lleras, C. (2008). Do skills and behaviors in high school matter? The contribution of noncognitive factors in explaining differences in educational attainment and earnings. Social Science Research, 37, 888–902.

Jencks, C., Bartlett, S., Corcoran, M., Crouse, J., Eaglesfield, D., Jackson, G., McCelland, K., Mueser, P., Olneck, M., Schwartz, J., Ward, S., and Williams, J. (1979). Who Gets Ahead?: The Determinants of Economic Success in America. New York: Basic Books.

 

“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.”

 

 

“Schools Matter” on Democrats’ Public School Betrayal

Jim Horn (I think) here excoriates the heads of the AFT, NEA and Diane Ravitch for helping sell out public school students, their families and their teachers to the corporate and financial oligarchs. Is he going overboard?

I know for a fact that Randi Weingarten is playing a very complicated double game: she personally negotiated the terrible contract in DC that started the give-back of pretty much all teacher rights in return for a mythic ally high salary that very, very few teachers will ever stick around to collect.

Is Horn going too far? Read it, and comment. I’m posting the whole thing.

Schools Matter

DeVos Will Make Democrat’s Charter Plan Easier to Sell

Posted: 05 Dec 2016 07:55 AM PST

A few years back Diane Ravitch was forced to admit openly what the opponents of testing accountability knew when No Child Left Behind became law: the ridiculous goal of 100% percent student proficiency in reading and math could never be met, and the fanciful imposition of such a pipe dream would wreak havoc across the entire K-12 education universe.

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By the time Ravitch finally came around to acceding the dangerous fantasy that she had loyally promoted along with her fellow charter and voucher supporters at the Hoover Institution, almost half the schools in the U. S. had already been labeled as failures, and a reckless and corrupt corporate feeding frenzy had been set into motion by Ravitch’s free market chums. Tutoring companies were draining billions in federal dollars by cramming poor children for tests they would never pass; the scandal-ridden Reading First gang was shoving its antiquarian reading techniques nationwide to really bad effect; alternate teacher certification scams had been federally incentivized; charter schools, both virtual and physical, were springing up like mushrooms in cow paddies after a rain, and a whole new industry of sponsored fake education research by corporate foundation “think” tanks had become an acceptable occupation for under-employed academics.

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During the seven years since Ravitch’s lucrative conversion experience, Diane has made it clear that she maintains one foot solidly on the side of the corporate education reformers who brought us the NCLB disaster. It took her until 2013 to admit her stubborn wrongheadedness on Common Core, even while maintaining even today her support for “voluntary” national standards–whatever that means. Today she maintains her enthusiasm for shoveling Core Knowledge into the heads of children, just as she remains a supporter of ridiculously high NAEP standards that have been used by “reformers” for years to bludgeon the public schools for their low scores.

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In early 2015, her crucial support for NCLB 2.0, which is better known as ESSA, made her culpablility undeniable. This was followed by a year of propagandizing for the longtime charter supporter, Hillary Clinton, while pretending to be the most determined foe of school corporatization. Diane’s blog was used to soft-pedal Weingarten’s autocratic choice of Clinton over Sanders, just as it was used to obfuscate Hillary’s supportive position on corporate welfare charters. And it was her political soulmate, Randi Weingarten, who put the final flourishes on the Democratic platform, which clearly supported charter schools while pretending to do the opposite.

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Her recent outlining for Jay Mathews the kind of charter schools she would support signals that she is ready to swing both legs onto the side of the charter fence. Along with the NEA’s Eskelsen, AFT’s Weingarten, and the troglodytes running the DNC, Ravitch is clearly signaling surrender on charters to Team Trump, even before the first inaugural dance.

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Ravitch, as lead propagandist for the corporate unions, will use the Betsy DeVos nomination to make the Dem position of supporting “non-profit” segregated no excuses charters seem most reasonable in comparison. It is not a coincidence that Ravitch is suddenly playing footsie with charter spokesman, Jay Mathews.

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The ESSA, which could not have happened without NPE, NEA, and AFT support, will continue intact, thus allowing Trump, too, to appear reasonable in letting public schools die a slower death than Sister Betsy would have preferred. And thus the bipartisan dismantling of public education is likely to continue on schedule. The biggest change we are likely to see in Washington are the corporate Democrats from the Gates Foundation heavily reinforced by the corporate Republicans from the Walton Foundation.
Oh yes, don’t forget to send your next donation to NPE. Ravitch and the corporate unions need your support to buy a whole new coat of whitewash.

Today’s Orwellian Classrooms

(Another old one that never made it out – from March 2014!)

Definitely a must-read for anybody who wants to understand the truly Orwellian and nightmarish nature of the crazy Catch-22, Through-the-looking-glass and frankly incredible schemes that are being forced upon our teachers and students.

The only criticism I have is that the writer seems to suggest this insanity is just limited to NJ. It’s not. It’s all over the USA as far as I can tell, thanks to the utterly misguided but very effective data-obsessed and insane efforts of the Gates and Walton foundations and their hand- picked and highly remunerated spokespersons.

Teacher: How New Jersey Is Trying to Break Its Teachers

A Concise Primer on Privatization from Marion Brady

This is a concise primer, written by Marion Brady, on how the 1/100 of 1% have been privatizing our schools and getting away with it. -GFB

Advice column for pundits and politicians

https://www.washingtonpost.com/news/answer-sheet/wp/2016/01/07/a-primer-on-the-damaging-movement-to-privatize-public-schools/

Privatizing public schools: A primer for pundits and politicians

 

When, about thirty years ago, corporate interests began their highly organized, well-funded effort to privatize public education, you wouldn’t have read or heard about it. They didn’t want to trigger the debate that such a radical change in an important institution warranted.

If, like most pundits and politicians, you’ve supported that campaign, it’s likely you’ve been snookered. Here’s a quick overview of the snookering process.

 

The pitch

 

Talking Points: (a) Standardized testing proves America’s schools are poor. (b) Other countries are eating our lunch. (c) Teachers deserve most of the blame. (d) The lazy ones need to be forced out by performance evaluations. (e) The dumb ones need scripts to read or “canned standards” telling them exactly what to teach. (f) The experienced ones are too set in their ways to change and should be replaced by fresh Five-Week-Wonders from Teach for America. (Bonus: Replacing experienced teachers saves a ton of money.) (g) Public (“government”) schools are a step down the slippery slope to socialism.

 

Tactics

 

Education establishment resistance to privatization is inevitable, so (a) avoid it as long as possible by blurring the lines between “public” and “private.” (b) Push school choice, vouchers, tax write-offs, tax credits, school-business partnerships, profit-driven charter chains. (c) When resistance comes, crank up fear with the, “They’re eating our lunch!” message. (d) Contribute generously to all potential resisters—academic publications, professional organizations, unions, and school support groups such as PTA. (e) Create fake “think tanks,” give them impressive names, and have them do “research” supporting privatization. (f) Encourage investment in teacher-replacer technology—internet access, I-pads, virtual schooling, MOOCS, etc. (e) Pressure state legislators to make life easier for profit-seeking charter chains by taking approval decisions away from local boards and giving them to easier-to-lobby state-level bureaucrats. (g) Elect the “right” people at all levels of government. (When they’re campaigning, have them keep their privatizing agenda quiet.)

 

Weapon

 

If you’ll read the fine-print disclaimers on high-stakes standardized tests, you’ll see how grossly they’re being misused, but they’re the key to privatization. The general public, easily impressed by numbers and mathematical razzle-dazzle, believes competition is the key to quality, so want quality quantified even though it can’t be done. Machine-scored tests don’t measure quality. They rank.

It’s hard to rank unlike things so it’s necessary to standardize. That’s what the Common Core State Standards (CCSS) do. To get the job done quickly, Bill Gates picked up the tab, got the CCSS “legitimized” by getting important politicians to sign off on them, then handed them to teachers as a done deal.

The Standards make testing and ranking a cinch. They also make making billions a cinch. Manufacturers can use the same questions for every state that has adopted the Standards or facsimiles thereof.

If challenged, test fans often quote the late Dr. W. Edward Deming, the world-famous quality guru who showed Japanese companies how to build better stuff than anybody else. In his book, The New Economics, Deming wrote, “If you can’t measure it, you can’t manage it.”

Here’s the whole sentence as he wrote it: “It is wrong to suppose that if you can’t measure it, you can’t manage it—a costly myth.”

 

Operating the weapon

 

What’s turned standardized testing into a privatizing juggernaut are pass-fail “cut scores” set by politicians. Saying kids need to be challenged, they set the cut score high enough to fail many (sometimes most) kids. When the scores are published, they point to the high failure rate to “prove” public schools can’t do the job and should be closed or privatized. Clever, huh?

The privatizing machinery is in place. Left alone, it’ll gradually privatize most, but not all, public schools. Those that serve the poorest, the sickest, the handicapped, the most troubled, the most expensive to educate—those will stay in what’s left of the public schools.

 

Weapon malfunction

 

Look at standardized tests from kids’ perspective. Test items (a) measure recall of secondhand, standardized, delivered information, or (b) require a skill to be demonstrated, or (c) reward an ability to second-guess whoever wrote the test item. Because kids didn’t ask for the information, because the skill they’re being asked to demonstrate rarely has immediate practical use, and because they don’t give a tinker’s dam what the test-item writer thinks, they have zero emotional investment in what’s being tested.

As every real teacher knows, no emotional involvement means no real learning. Period. What makes standardized testslook like they work is learner emotion, but it’s emotion that doesn’t have anything to do with learning. The ovals get penciled in to avoid trouble, to please somebody, to get a grade, or to jump through a bureaucratic hoop to be eligible to jump through another bureaucratic hoop. When the pencil is laid down, what’s tested, having no perceived value, automatically erases from memory.

 

Before you write…

 

If you want to avoid cranking out the usual amateurish drivel about standardized testing that appears in the op-eds, editorials, and syndicated columns of the mainstream media, ask yourself a few questions about the testing craze: (a) Should life-altering decisions hinge on the scores of commercially produced tests not open to public inspection? (b) How wise is it to only teach what machines can measure? (c) How fair is it to base any part of teacher pay on scores from tests that can’t evaluate complex thought? (d) Are tests that have no “success in life” predictive power worth the damage they’re doing?

Here’s a longer list of problems you should think about before you write.

 

Perspective

America’s schools have always struggled—an inevitable consequence, first, of a decision in 1893 to narrow and standardize the high school curriculum and emphasize college prep; second, from a powerful strain of individualism in our national character that eats away support for public institutions; third, from a really sorry system of institutional organization. Politicians, not educators, make education policy, basing it on the simplistic conventional wisdom that educating means “delivering information.”

In fact, educating is the most complex and difficult of all professions. Done right, teaching is an attempt to help the young align their beliefs, values, and assumptions more closely with what’s true and real, escape the bonds of ethnocentrism, explore the wonders and potential of humanness, and become skilled at using thought processes that make it possible to realize those aims.

Historically, out of the institution’s dysfunctional organizational design came schools with lots of problems, but with one redeeming virtue. They were “loose.” Teachers had enough autonomy to do their thing. So they did, and the kids that some of them coached brought America far more than its share of patents, scholarly papers, scientific advances, international awards, and honors.

Notwithstanding their serious problems, America’s public schools were once the envy of the world. Now, educators around that world shake their heads in disbelief (or maybe cheer?) as we spend billions of dollars to standardize what once made America great—un-standardized thought.

A salvage operation is still (barely) possible, but not if politicians, prodded by pundits, continue to do what they’ve thus far steadfastly refused to do—listen to people who’ve actually worked with real students in real classrooms, and did so long enough and thoughtfully enough to know something about teaching.

 

Note: I invite response, especially from those in positions of influence or authority who disagree with me.

Marion Brady mbrady2222@gmail.com

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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

http://thehill.com/blogs/congress-blog/education/247770-fix-public-education-end-high-stakes-testing-pass-esea
National U.S. Senate Rejects Proposal to Give Federal Government More Say in Identifying “Failing” Schools
http://www.washingtonpost.com/local/education/senate-rejects-effort-to-give-feds-more-say-in-identifying-failing-schools/2015/07/15/f6ad9ba2-2a6b-11e5-a5ea-cf74396e59ec_story.html
National Both House and Senate NCLB Overhaul Bills Allow for Penalty-Free Test Opt Out
https://deutsch29.wordpress.com/2015/07/17/both-house-and-senate-esea-bills-allow-for-opt-out-without-penalty/
National “Race to the Top:” Lofty Promises and Top-Down Regulation Brought Few Good Changes to America’s Schools
http://educationnext.org/lofty-promises-little-change-americas-schools/

California
Exit Exam on Way Out
http://www.hidesertstar.com/news/article_ee092084-2cfa-11e5-98d3-fbf7e03679c0.html

Colorado
Two Small Districts Set Opt Out Records
http://co.chalkbeat.org/2015/07/20/two-small-districts-set-the-record-for-opting-out/#.Va1_rZdLUZw

Connecticut
Opposition Coalesces Against Smarter Balanced Tests
http://www.newmilfordspectrum.com/news/article/Opposition-coelesces-regarding-school-testing-6393921.php

Delaware
Governor Vetoes Opt-Out Bill; State PTA Pushed for Override Vote
http://www.delawareonline.com/story/news/education/2015/07/16/markell-vetoes-testing-opt-bill/30243869/

Georgia
More than 10,000 Young People Who Did Not Pass Grad. Test Recently Received Diplomas
http://jacksonville.com/news/georgia/2015-07-17/story/georgia-hands-diplomas-more-10000-people-who-couldnt-pass-high-school

Hawaii Teachers Fight Evaluations Based on Student Test Scores
http://www.civilbeat.com/2015/07/she-fought-hawaiis-new-way-of-evaluating-teachers-and-won/

Illinois
Why Common Core Tests Are Harmful to Students
http://dianeravitch.net/2015/07/20/gerri-k-songer-explains-why-common-core-tests-are-actually-harmful-to-students/

Iowa
Third-Grade Promotion Test Pushes Reading Down Into Kindergarten
http://www.desmoinesregister.com/story/news/education/2015/04/20/early-reading-education-reform/26100783/

Louisiana
Fight to Make Charter School Disclose What Test It Uses for Kindergarten Entry
http://hechingerreport.org/when-a-top-nola-charter-wont-reveal-its-admission-test-for-kindergarten/

Minnesota
Test Cuts Came After Thorough Debate
http://www.startribune.com/editorial-counterpoint-school-testing-cuts-were-fully-debated/316368021/

Missouri
Exam Scores Don’t Tell Full Story of Teacher Preparedness
http://www.examiner.net/article/20150715/OPINION/150719341/-1/sports

Ohio
Time Allocated to New State Tests Cut in Half
http://www.cleveland.com/metro/index.ssf/2015/07/ohios_common_core_math_and_english_tests_will_be_cut_to_3_hours_each.html

Nevada After Testing System Breakdown, State to Hire New Assessment Vendor
http://blogs.edweek.org/edweek/state_edwatch/2015/07/after_testing_problems_nevada_set_to_hire_new_assessment_vendor.html

New Hampshire Schools Can Replace Smarter Balanced Tests with ACT or SAT
http://nhpr.org/post/nh-schools-can-replace-smarter-balanced-test-sat-and-act

New Jersey
Be Wary of New State Teacher Ratings
http://www.app.com/story/opinion/2015/07/17/teacher-ratings/30307937/

New Mexico
Court Rejects Suit Seeking to Strip Pearson’s Common Core Testing Contract
http://blogs.edweek.org/edweek/marketplacek12/2015/07/court_hands_major_victory_to_parcc_pearson_in_challenge_by_vendor.html

New York
High School Models Authentic Assessment
http://www.edweek.org/ew/articles/2015/07/17/nyc-high-school-strives-for-authentic-assessment.html
New York Opt Out Movement Plans to Ratchet Up Actions Against Standardized Exam Overkill
http://blog.timesunion.com/capitol/archives/238624/opt-outers-will-continue-to-protest-tests/
New York Pending NCLB Overhaul Offers Hope to Reduce State’s Testing Obsession
http://www.lohud.com/story/opinion/2015/07/17/hope-reduce-testing-obsession-nclb/30290533/

North Carolina State’s Largest District Cuts Back Local Test Mandates
http://www.newsobserver.com/news/local/education/article27865318.html
North Carolina Cautions About Test-Score-Based Teacher Pay
http://www.newsobserver.com/news/local/community/chapel-hill-news/chn-opinion/article27512254.html

Oregon
Students Can Meet Graduation Requirement with Work Samples in Their Home Language
http://www.oregonlive.com/education/index.ssf/2015/07/oregon_students_can_qualify_fo.html

Pennsylvania
Questions Mount About Using Volatile Test Results to Evaluate Teachers and Schools
http://thenotebook.org/blog/158810/educators-pennsylvania-pssa-test-score-plunge
Pennsylvania Teachers to School Board: Standardized Testing is Harming Students
http://lancasteronline.com/news/local/cocalico-teachers-to-school-board-standardized-testing-is-harming-students/article_dc32651c-2e4b-11e5-803e-0be9cdf1e4bc.html

Rhode Island
What Tests Like PARCC Do Not Measure
http://www.golocalprov.com/news/guest-mindsetter-joel-hellmann-what-parcc-doesnt-measure

Tennessee
Teachers School Governor on Testing and Evaluations
http://tn.chalkbeat.org/2015/07/16/tennessee-teachers-school-haslam-on-testing-evaluations-during-first-teachers-cabinet-meeting/#.VahPb5dLUZw
Tennessee Local School Board to Take Up Opt Out Resolution
http://springhillhomepage.com/wcs-board-delays-talks-on-over-testing-cms-4594

Texas
New Test Leading Fewer to Get GEDs
https://www.texastribune.org/2015/07/14/education-advocates-say-new-computer-based-ged-too/

Washington State Testing Revolt Pushes State Into Uncharted Waters
http://wutc.org/post/testing-revolt-washington-state-brings-feds-uncharted-waters
Washington Over-Testing is a Flawed Strategy
http://www.dailyrecordnews.com/familyandeducation/is-there-too-much-testing/article_15326290-2cdf-11e5-b9a9-637e48088a15.html

“How Many Tests Can a Child Withstand?” — with apologies to Bob Dylan
http://www.washingtonpost.com/blogs/answer-sheet/wp/2015/07/14/with-apologies-to-bob-dylan-a-song-how-many-tests-must-a-child-withstandbefore-we-can-kill-this-scam/

The Beatings in Education Will Continue Until Morale Improves
http://www.huffingtonpost.com/steve-nelson/the-beatings-will-continu_b_7795784.html

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

Comment by Duane Swacker on Stuart Yen’s Study, at Diane Ravitch’s Blog

I hope Duane Swacker will not mind me reposting one of his long comments after the recent blog post by Diane Ravitch about professor Stuart Yen’s study on the lack of validity of Value-Added Metrics.

=================

To understand the COMPLETE INSANITY that is VAM & SLO/SGP read and understand Noel Wilson’s never refuted nor rebutted destruction of educational standards and standardized testing (of which VAM & SLO/SGP are the bastard stepchildren) in “Educational Standards and the Problem of Error” found at: http://epaa.asu.edu/ojs/article/view/577/700

Brief outline of Wilson’s “Educational Standards and the Problem of Error” and some comments of mine.

1. A description of a quality can only be partially quantified. Quantity is almost always a very small aspect of quality. It is illogical to judge/assess a whole category only by a part of the whole. The assessment is, by definition, lacking in the sense that “assessments are always of multidimensional qualities. To quantify them as unidimensional quantities (numbers or grades) is to perpetuate a fundamental logical error” (per Wilson). The teaching and learning process falls in the logical realm of aesthetics/qualities of human interactions. In attempting to quantify educational standards and standardized testing the descriptive information about said interactions is inadequate, insufficient and inferior to the point of invalidity and unacceptability.

2. A major epistemological mistake is that we attach, with great importance, the “score” of the student, not only onto the student but also, by extension, the teacher, school and district. Any description of a testing event is only a description of an interaction, that of the student and the testing device at a given time and place. The only correct logical thing that we can attempt to do is to describe that interaction (how accurately or not is a whole other story). That description cannot, by logical thought, be “assigned/attached” to the student as it cannot be a description of the student but the interaction. And this error is probably one of the most egregious “errors” that occur with standardized testing (and even the “grading” of students by a teacher).

3. Wilson identifies four “frames of reference” each with distinct assumptions (epistemological basis) about the assessment process from which the “assessor” views the interactions of the teaching and learning process: the Judge (think college professor who “knows” the students capabilities and grades them accordingly), the General Frame-think standardized testing that claims to have a “scientific” basis, the Specific Frame-think of learning by objective like computer based learning, getting a correct answer before moving on to the next screen, and the Responsive Frame-think of an apprenticeship in a trade or a medical residency program where the learner interacts with the “teacher” with constant feedback. Each category has its own sources of error and more error in the process is caused when the assessor confuses and conflates the categories.

4. Wilson elucidates the notion of “error”: “Error is predicated on a notion of perfection; to allocate error is to imply what is without error; to know error it is necessary to determine what is true. And what is true is determined by what we define as true, theoretically by the assumptions of our epistemology, practically by the events and non-events, the discourses and silences, the world of surfaces and their interactions and interpretations; in short, the practices that permeate the field. . . Error is the uncertainty dimension of the statement; error is the band within which chaos reigns, in which anything can happen. Error comprises all of those eventful circumstances which make the assessment statement less than perfectly precise, the measure less than perfectly accurate, the rank order less than perfectly stable, the standard and its measurement less than absolute, and the communication of its truth less than impeccable.”

In other word all the logical errors involved in the process render any conclusions invalid.

5. The test makers/psychometricians, through all sorts of mathematical machinations attempt to “prove” that these tests (based on standards) are valid-errorless or supposedly at least with minimal error [they aren’t]. Wilson turns the concept of validity on its head and focuses on just how invalid the machinations and the test and results are. He is an advocate for the test taker not the test maker. In doing so he identifies thirteen sources of “error”, any one of which renders the test making/giving/disseminating of results invalid. And a basic logical premise is that once something is shown to be invalid it is just that, invalid, and no amount of “fudging” by the psychometricians/test makers can alleviate that invalidity.

6. Having shown the invalidity, and therefore the unreliability, of the whole process Wilson concludes, rightly so, that any result/information gleaned from the process is “vain and illusory”. In other words start with an invalidity, end with an invalidity (except by sheer chance every once in a while, like a blind and anosmic squirrel who finds the occasional acorn, a result may be “true”) or to put in more mundane terms crap in-crap out.

7. And so what does this all mean? I’ll let Wilson have the second to last word: “So what does a test measure in our world? It measures what the person with the power to pay for the test says it measures. And the person who sets the test will name the test what the person who pays for the test wants the test to be named.”

In other words it attempts to measure “’something’ and we can specify some of the ‘errors’ in that ‘something’ but still don’t know [precisely] what the ‘something’ is.” The whole process harms many students as the social rewards for some are not available to others who “don’t make the grade (sic)” Should American public education have the function of sorting and separating students so that some may receive greater benefits than others, especially considering that the sorting and separating devices, educational standards and standardized testing, are so flawed not only in concept but in execution?
My answer is NO!!!!!

One final note with Wilson channeling Foucault and his concept of subjectivization:

“So the mark [grade/test score] becomes part of the story about yourself and with sufficient repetitions becomes true: true because those who know, those in authority, say it is true; true because the society in which you live legitimates this authority; true because your cultural habitus makes it difficult for you to perceive, conceive and integrate those aspects of your experience that contradict the story; true because in acting out your story, which now includes the mark and its meaning, the social truth that created it is confirmed; true because if your mark is high you are consistently rewarded, so that your voice becomes a voice of authority in the power-knowledge discourses that reproduce the structure that helped to produce you; true because if your mark is low your voice becomes muted and confirms your lower position in the social hierarchy; true finally because that success or failure confirms that mark that implicitly predicted the now self-evident consequences. And so the circle is complete.”

In other words students “internalize” what those “marks” (grades/test scores) mean, and since the vast majority of the students have not developed the mental skills to counteract what the “authorities” say, they accept as “natural and normal” that “story/description” of them. Although paradoxical in a sense, the “I’m an “A” student” is almost as harmful as “I’m an ‘F’ student” in hindering students becoming independent, critical and free thinkers. And having independent, critical and free thinkers is a threat to the current socio-economic structure of society.

Important Article Shows that ‘Value-Added’ Measurements are Neither Valid nor Reliable

As you probably know, a handful of agricultural researchers and economists have come up with extremely complicated “Value-Added” Measurement (VAM) systems that purport to be able to grade teachers’ output exactly.

These economists (Hanushek, Chetty and a few others) claim that their formulas are magically mathematically able to single out the contribution of every single teacher to the future test scores and total lifetime earnings of their students 5 to 50 years into the future. I’m not kidding.

Of course, those same economists claim that the teacher is the single most important variable affecting their student’s school and trajectories – not family background or income, nor peer pressure, nor even whole-school variables. (Many other studies have shown that the effect of any individual teacher, or all teachers, is pretty small – from 1% to 14% of the entire variation, which corresponds to what I found during my 30 years of teaching … ie, not nearly as much of an impact as I would have liked [or feared], one way or another…)

Diane Ravitch has brought to my attention an important study by Stuart Yen at UMinn that (once again) refutes those claims, which are being used right now in state after state and county after county, to randomly fire large numbers of teachers who have tried to devote their lives to helping students.

According to the study, here are a few of the problems with VAM:

1. As I have shown repeatedly using the New York City value-added scores that were printed in the NYTimes and NYPost, teachers’ VAM scores vary tremendously over time. (More on that below; note that if you use VAM scores, 80% of ALL teachers should be fired after their first year of teaching) Plus RAND researchers found much the same thing in North CarolinaAlso see this. And this.

2. Students are not assigned randomly to teachers (I can vouch for that!) or to schools, and there are always a fair number of students for whom no prior or future data is available, because they move to other schools or states, or drop out, or whatever; and those students with missing data are NOT randomly distributed, which pretty makes the whole VAM setup an exercise in futility.

3. The tests themselves often don’t measure what they are purported to measure. (Complaints about the quality of test items are legion…)

Here is an extensive quote from the article. It’s a section that Ravitch didn’t excerpt, so I will, with a few sentences highlighted by me, since it concurs with what I have repeatedly claimed on my blog:

A largely ignored problem is that true teacher performance, contrary to the main assumption underlying current VAM models, varies over time (Goldhaber & Hansen, 2012). These models assume that each teacher exhibits an underlying trend in performance that can be detected given a sufficient amount of data. The question of stability is not a question about whether average teacher performance rises, declines, or remains flat over time.

The issue that concerns critics of VAM is whether individual teacher performance fluctuates over time in a way that invalidates inferences that an individual teacher is “low-” or “high-” performing.

This distinction is crucial because VAM is increasingly being applied such that individual teachers who are identified as low-performing are to be terminated. From the perspective of individual teachers, it is inappropriate and invalid to fire a teacher whose performance is low this year but high the next year, and it is inappropriate to retain a teacher whose performance is high this year but low next year.

Even if average teacher performance remains stable over time, individual teacher performance may fluctuate wildly from year to year.  (my emphasis – gfb)

While previous studies examined the intertemporal stability of value-added teacher rankings over one-year periods and found that reliability is inadequate for high-stakes decisions, researchers tended to assume that this instability was primarily a function of measurement error and sought ways to reduce this error (Aaronson, Barrow, & Sander, 2007; Ballou, 2005; Koedel & Betts, 2007; McCaffrey, Sass, Lockwood, & Mihaly, 2009).

However, this hypothesis was rejected by Goldhaber and Hansen (2012), who investigated the stability of teacher performance in North Carolina using data spanning 10 years and found that much of a teacher’s true performance varies over time due to unobservable factors such as effort, motivation, and class chemistry that are not easily captured through VAM. This invalidates the assumption of stable teacher performance that is embedded in Hanushek’s (2009b) and Gordon et al.’s (2006) VAM-based policy proposals, as well as VAM models specified by McCaffrey et al. (2009) and Staiger and Rockoff (2010) (see Goldhaber & Hansen, 2012, p. 15).

The implication is that standard estimates of impact when using VAM to identify and replace low-performing teachers are significantly inflated (see Goldhaber & Hansen, 2012, p. 31).

As you also probably know, the four main ‘tools’ of the billionaire-led educational DEform movement are:

* firing lots of teachers

* breaking their unions

* closing public schools and turning education over to the private sector

* changing education into tests to prepare for tests that get the kids ready for tests that are preparation for the real tests

They’ve been doing this for almost a decade now under No Child Left Untested and Race to the Trough, and none of these ‘reforms’ have shown to make any actual improvement in the overall education of our youth.


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.

Listing of Educational Bloggers

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

Enjoy!

BLOGGER NAME BLOG NAME BLOG WEBSITE
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
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