What Do the Latest NAEP Results Tell Us About Education “Reform” in Washington, DC?

The usual gang of supporters of bipartisan education “reform” never tire of telling the world how wonderful education ‘reform’ has been in Washington, DC, what with the proliferation of charter schools, Congressional support for vouchers, a seriously handicapped teachers’ union, tremendous churn of teaching and administrative staff, tons of consultants, and direct mayoral control.

I’ve been among those saying that the results are NOT so wonderful. I have documented how virtually none of the promises came true that Chancellors Michelle Rhee and Kaya Henderson made about 8 years ago. They promised that the improvements in test scores, graduation rates and much more would go through the roof, but in fact, almost none of that came to pass. The recent scandals about truancy, absenteeism, phoney grades and illegitimate graduation rates have shown that much of their supposed successes have been purely fraudulent.

In addition, I showed recently that in fact, progress for a number of DC’s subgroups (blacks, whites, and Hispanics) on the NAEP 4th and 8th grade reading and math tests are further evidence of failure, since improvement rates per year BEFORE mayoral control cemented the rule of our ‘reformista’ Chancellors wee BETTER THAN they were AFTERWARDS.

I was asked by one of the members of DC’s now-powerless board of education to analyze changes over time for ALL of DC’s students as a group (not subdivided in any way) to compare pre- and post-‘reform’.

I made my own graphs using the data on the NAEP Data Explorer page, being careful to use the same vertical scale in each case, and starting at the lowest point, or nadir, of DC’s NAEP scores back in the 1990s. I asked Excel to calculate and draw the line of best fit for the data points. In each case, that ‘trend-line’ of linear correlation fit the data extraordinarily well. In fact, the R-values of linear correlation went from a low of 94% to a high of 99%. I didn’t use the graphs that the NAEP Data Explorer page provided, because they changed the vertical scale from situation to situation – so a rise of, say, 10 points over 20 years would look just about the same as a rise of, say, 60 points over 20 years. And they aren’t! So my vertical (y-axis scale) is 200 points in each case.

I also marked on the graphs where the dividing line was between the time when we had an elected school board (abolished in 2007) and the present, when we have direct mayoral control with essentially no checks or balances on his or her power.

So here are the graphs:

4th grade math, ANSS, all dc, 1996-20174th grade reading, ANSS, all DC, 1998-20178th grade math, ANSS, all DC, 1996-20178th grade reading, ANSS, all DC, 1998-2017

So do you see any miracles?

Me neither.

So what does all of this that mean?

  1. You need a good magnifying glass to see any significant differences in progress on the NAEP test scores for ‘all students’ in Washington, DC when comparing the two eras. The slopes of the dashed lines of best fit are essentially identical on the two sides of the purple line.
  2. Since the proportion of white inhabitants of DC and of students in DC’s publicly-funded schools have both increased markedly in the past 10 years, and the proportion of black residents and black students have decreased markedly, and this has skewed the graph in a positive direction after 2007.* That means that this data, and these graphs, are actually making the overall situation look more favorable to the reformistas.
  3. Anybody pretending that there are huge increases in national test scores after the reformistas took over education in DC, is blowing smoke in your eyes.

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

*Why? When you remove low-scorers and add high-scorers (on anything) to a group, the overall average score will go up.

Here is a sports example: A football coach has been given a roster consisting of these players:

  • twenty big, strong, and bulky linesmen and backs and so on. Let’s pretend their average weight is 280 pounds.
  • twenty relatively small, but very fit, place-kickers (actually, they are soccer players looking for a fall sport) who weigh an average of 180 pounds each.

The team’s average weight is exactly 230 pounds (That’s (20*280 + 20*180) / 40) .

At noon,  the coach realizes there is no need for so many place-kickers, and she cuts 15 of the placekickers, leaving five of them. Their papers say that each one in fact weighs 180 pounds.

NOTHING ELSE CHANGES. In particular, none of the players gain or lose any weight during these fifteen minutes that the coach is making these changes.

At a quarter past noon, the average weight of the team has now increased markedly. It is now (20*280 + 5*180) / 25, or 260 pounds – it has gone up by 30 pounds simply by cutting 17 of its least-heavy players.

Is that coach a genius, or what, at bulking up her team?

Actually, although it’s not the direct result of what any Chancellor has done, this situation is somewhat similar to what’s happening in DC. Remember that white students in DC are the highest-scoring group of white students anywhere in the nation, because their parents overwhelmingly have graduate or professional degrees; DC’s white working class left town decades ago. So when relatively low-scoring African-American students (from working-class families) move to PG County, and white students and their relatively-highly-educated families move into DC from wherever, the averages will increase much as they did in my example with the imaginary football team.

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Ten Years of Educational Reform in DC – Results: Total MathCounts Collapse for the Public AND Charter Schools

Just having finished helping to judge the first three rounds of the DC State-Level MathCounts competition, I have some sad news. NOT A SINGLE TEAM FROM ANY DC PUBLIC OR CHARTER SCHOOL PARTICIPATED. Two kids from Hardy MS were the only ones from any DC public or charter school.

I was in the judging room where all the answer sheets were handed in, and I and some engineers and mathematicians had volunteered to come in and score the answers.*

In past years, for example, when I was a math teacher and MathCounts coach at Alice Deal JHS/MS, the public schools often dominated the competitions. It wasn’t just my own teams, though — many students from other public schools, and later on, from DC’s charter schools, participated. (Many years, my team beat all of the others. Sometimes we didn’t, but we were always quite competitive, and I have a lot of trophies.)

While a few public or charter schools did field full or partial teams on the previous “chapter” level of competition last month, this time, at the “state” level I am sad to report that there were none at all. (Including Deal. =-{ )

That’s what ten years of Education ‘Reform’ has brought to DC public and charter schools.

Such excellence! a bunch of rot.

In addition to the facts that

  • one-third of last year’s DCPS senior class had so many unexcused class absences that they shouldn’t have graduated at all;
  • officials simply lied about massive attendance and truancy problems;
  • officials are finally beginning to investigate massive enrollment frauds at desirable DC public schools
  • DCPS hid enormous amounts of cheating by ADULTS on the SAT-9 NCLB test after Rhee twisted each principal’s arm to produce higher scores or else.
  • the punishment of pretty much any student misbehavior in class has been forbidden;
  • large number of actual suspensions were in fact hidden;
  • there is a massive turnover of teachers and school administrators – a revolving door as enormous percentages of teachers break down and quit mid-year (in both public and charter schools);
  • there isfraudulent manipulation of waiting lists;
  • these frauds are probably also true at some or all of charter schools, but nobody is investigating them at all because they don’t have to share data and the ‘state’ agency hides what they do get;
  • DC still has the largest black-white standardized test-score gap in the nation;
  • DC is still attempting to implement a developmentally-inappropriate “common core” curriculum funded by Bill Gates and written by a handful of know-it-alls who had never taught;
  • Rhee and Henderson fired or forced out massive numbers of African-American teachers, often lying about the reasons;
  • they implemented a now-many-times-discredited“value-added method” of determining the supposed worth of teachers and administrators, and used that to terminate many of them;
  • they also closed  dozens of public schools in poor, black neighborhoods.

Yes, fourth-grade NAEP national math and reading scores have continued to rise – but they were rising at just about that exact same rate from 2000 through 2007, that is to say, BEFORE mayoral control of schools and the appointment of that mistress of lies, fraud, and false accusations: Michelle Rhee.

So what I saw today at the DC ‘state’-wide competition is just one example of how to destroy public education.

When we will we go back to having an elected school board, and begin having a rational, integrated, high-quality public educational system in DC?

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* Fortunately, we didn’t have to produce the answers ourselves! Those questions are really HARD! We adults, all mathematically quite proficient, had fun trying to solve a few of them when we had some down time — and marveled at the idea of sixth, seventh, or eighth graders solving them at all! (If you are curious, you can see previous year’s MathCounts questions here.)

More on the DC Education Frauds

This article appeared in Education Week, which is behind a paywall, so I’m pasting it here. In case you haven’t been watching, just about all of the supposed improvements in DC’s publicly-funded education sector have either been:

(a) continuations of trends begun before Mayor Fenty took control of DC Public Schools in 2007 and appointed Michelle Rhee Chancellor; or

(b) the result of changing demographics (more white kids, more black kids from relatively-affluent families, and fewer kids from highly-poverty-stricken families; or

(c) simply the result of fraud.

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NEWS

D.C.’s Scandal and the Nationwide Problem of Fudging Graduation Numbers

Edweek.org

The headlines made a big splash, and yet they were strangely familiar: Another school system was reporting a higher graduation rate than it deserved.

The most recent scandal-in the District of Columbia-is just the latest example in a growing case file of school systems where investigators have uncovered bogus graduation-rate practices.

Those revelations have unleashed a wave of questions about the pressures and incentives built into U.S. high schools, and fueled nagging doubts that states’ rising high school graduation rates-and the country’s current all-time-high rate of 84 percent-aren’t what they seem.

The newest round of reflections was triggered by an investigation, ordered by the D.C. mayor’s office, that found that 34 percent of last year’s senior class got diplomas even though they’d missed too much school to earn passing grades, or acquired too many credits through quick, online courses known as credit recovery. Only three months earlier, the school system touted a 20-point rise in its graduation rate over the last six years.

“It’s been devastating,” said Cathy Reilly, the executive director of the Senior High Alliance of Parents, Principals, and Educators, a group that focuses on high school issues in the District of Columbia. “It’s made people here feel that our graduation rate gains weren’t real.”

A National Problem

Such revelations are hardly confined to the nation’s capital. In the last few years, a federal audit found that California and Alabama inflated their graduation rates by counting students they shouldn’t have counted. News media investigations showed that educators persuaded low-performing students in Atlanta and Orlando, Fla., to transfer to private or alternative schools to eliminate a drag on their home schools’ graduation rates.

See AlsoThe D.C. Public School Attendance Scandal: Where’s the Outrage? (Commentary)The drumbeat of graduation-rate fudging has opened the door to renewed attacks on the pressures imposed on schools by accountability rules, particularly the high stakes that some systems attach to specific metrics. In the District of Columbia, for instance, high school teachers and principals are evaluated in part on their schools’ graduation rates.

With those kinds of stakes, teachers can feel immense pressure to award passing grades to students who haven’t earned them, a dilemma that intensifies in schools with high rates of chronic absenteeism and academically struggling students.

In a survey of 616 District of Columbia teachers conducted after the scandal broke, 47 percent said they’d felt pressured or coerced into giving grades that didn’t accurately reflect what students had learned. Among high school teachers, that number rose to 60 percent. More than 2 in 10 said that their student grades or attendance data had been changed by someone else after teachers submitted them.

Scott Goldstein oversaw the survey as the founder of EmpowerEd, a year-old coalition of D.C. teachers that works to strengthen teacher leadership. To him, the results cry out for a new conversation about the “moral dilemmas” embedded in accountability systems that rely heavily on just a few metrics, like graduation rates.

“If you pass students [who haven’t completed course requirements], you’re leading them into a world they’re unprepared for. But if you fail them, you’re harming their lives in other ways,” said Goldstein, a social studies teacher at Roosevelt High School. Teachers’ decisions should rest on a professional appraisal of student mastery, not on fear for their own jobs, he said.

Pressure From the Top

Pressure to Graduate: Perspectives From Educators … read moreEven in school systems that don’t reward or penalize educators for their schools’ accountability metrics, teachers can feel immense pressure from administrators on their grading practices.

In postings on social media, Education Week asked high school teachers if they’d ever felt pressure to give passing grades to students who hadn’t done the work.

“Never mind high school. I feel that pressure in 3rd grade,” said Annie, an elementary school teacher in central Virginia. She asked Education Week not to identify her so she could discuss sensitive issues.

She said her principal has cautioned her not to fail any student or recommend that they repeat a grade because she “doesn’t want anyone to feel bad about not succeeding.” When she gave a student a D recently, she was summoned to a meeting with the principal, Annie said.

“She was upset. She said, ‘Why didn’t you work harder to get the student to turn in missing work, or re-do work?’ She sees a D as a teacher’s failure. But I think it’s a disservice to kids to give them grades they haven’t earned.”

John R. Tibbetts, who teaches economics at Worth County High School in rural Sylvester, Ga., and is the state’s 2018 teacher of the year, said his district’s policy doesn’t include course-failure rates in teachers’ evaluations. But his principal recently sent teachers an email conveying word from their superintendent that “failure rates … will be taken into consideration” in their evaluations anyway.

A Change of Approach

Tibbetts said he would like to replace that “threatening” posture with a more collaborative one.

“If the superintendent is concerned with course-failure or graduation rates, what we really need is for him to have a conversation with teachers about what we need to do to improve, what policies we can implement,” he said.

Education advocates who believe accountability can be a force for good worry that graduation-rate scandals could tarnish a tool that’s important for shining a light on inequities and applying pressure for school improvement.

They hope, instead, that uncovering problems can spark a rebalancing of the pressures and supports built into accountability systems, and change school practice to respond better to issues like students’ poor academic skills and chronic absenteeism.

“We shouldn’t stop paying attention to high school grad rates, or not have them in accountability systems,” said Michael Cohen, the president of Achieve, which works with states to raise academic expectations.

“The right response to all of this is to double down on efforts to support students, and to support teachers, early and consistently, so they’re not pressured to game the system and they can give kids what they need.”

Experts who study and track graduation rates acknowledge that in some places, the rates are inflated by cheating or inaccurate reporting. But they contend that those cases account for a tiny share of schools overall. Robert Balfanz, a Johns Hopkins University researcher who studies graduation rates, estimates that those cases account for 2 to 4 percentage points in the national graduation rate.

‘Hard-Earned Gains’ Are Real

John Bridgeland, the chief executive officer of Civic Enterprises, a think tank that examines graduation rates for the annual “Grad Nation” reports, said his team has visited dozens of schools to find out what they’re doing to produce significant gains in their graduation rates.

In a few places, he said, he and his colleagues have had to shave 2 to 4 percentage points off the rates districts were reporting because they were improperly counting some types of students who shouldn’t be included, such as those who started home schooling in their junior year of high school.

But with few exceptions, Bridgeland said, his team has found that “the hard work” of better instruction and student support explains higher graduation rates.

“We need to call out the problems when gaming or cheating appears,” he said. “But at the same time, taking isolated examples of gaming the system and saying that high school grad rates are not real diminishes and undermines the many schools, districts, and states that have hard-earned gains and clear progress to showcase,” he said.

Those who study graduation-rate calculations point out that while they’re still imperfect, they’ve been much more reliable since 2008 when federal regulations began requiring all schools to calculate them the same way-the portion of each freshman class that earns regular diplomas four years later.

Balfanz said that more stringent calculation and reporting requirements “without a doubt” have been responsible for a very real rise in states’ graduation rates.

“People don’t remember the bad days before 2008, when schools were allowed to measure graduation rates however they wanted,” he said. “Kids dropped out, schools would code them as ‘whereabouts unknown,’ not as a dropout. No one knew, and no one cared. That wasn’t a good place. Accountability makes schools pay attention to a key outcome, like graduating our kids from high school.”

But even those experts acknowledge that there are still too many hidden variations in the way states report graduation-rate data. To get a more accurate understanding of schools’ graduation rates, they’ve quietly identified about a dozen variations that should be ferreted out and handled in uniform ways.

For example, even though federal rules don’t allow states to count summer graduates, or those who earn high school equivalency certificates, some still do. Some schools include summer graduates, or students in juvenile justice facilities. Others include teenagers who “transfer” into home schooling late in high school.

What’s Behind the Record Rises in U.S. Graduation Rates?

Education Week
New Federal Rule Could Force States to Lower Graduation Rates

Education Week
NCLB Rules Back Common Rate

Yet Another DC Charter School Fraud Case Settlement

There have been a LOT of DC charter school frauds. This one was published in the Washington Post on-line yesterday, and had to do with Options Charter School, where the founders used it as a source of private funding for themselves, instead of providing for their high-needs, often disabled students. Note, however, that the founders themselves will NOT be jailed, and will NOT pay the fines themselves. Instead, the fines will be paid by an insurance company. Also note that one of the principal fraudsters held an important position on the DC ‘Public’ Charter School board itself! What’s more, these crooks also still maintain that they did nothing wrong. Ha!

Here is the entire article, with the HTML links, illustrations, and advertisements all removed:

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Former charter school leaders settle lawsuit that alleged self-dealing scheme

 

By Michael Alison Chandler September 23

The former leaders of a public charter school for disabled and at-risk teenagers have agreed to settle a District lawsuit alleging they sought to enrich themselves by diverting millions of dollars in taxpayer money meant for the school into private companies they created.

Donna Montgomery, David Cranford and Paul Dalton, all former managers at Options Public Charter School, agreed to a collective settlement of $575,000, which will be paid to the school that now operates under new leadership as Kingsman Academy. Jeremy Williams, a former chief financial officer of the D.C. Public Charter School Board, who allegedly aided the scheme, agreed to a settlement of $84,237 in a separate deal signed last week. The defendants agreed that they would not serve in a leadership role of any nonprofit corporation in the District until October 2020.

“This settlement ensures that more than $600,000 in misappropriated funds will now go to Kingsman Academy to serve disabled students in the District of Columbia, and will deter future wrongdoing,” said Robert Marus, a spokesman for the Office of the Attorney General. “As the referees for the District’s nonprofit laws, our office will continue to bring actions against any who would misuse funds meant for public or charitable purposes.”

A statement issued by attorney S.F. Pierson, who represents Dalton, said all three former managers “continue to contest the District’s claims and continue to maintain their position that they managed Options to the highest standards.” Pierson said the former school leaders are “not personally paying” anything to settle the District’s claims. It’s common that insurance plans cover litigation-related costs for nonprofit directors or corporate officers.

Williams could not immediately be reached for comment.

In a civil case filed in 2013, the D.C. attorney general’s office alleged that the former leaders of the school, as well as the senior staff member at the charter school board, created a scheme to divert $3 million in tax dollars to themselves and two for-profit companies they founded. The companies provided services including transportation and Medicaid billing to the school at a markup, with profits pocketed by the defendants, according to the complaint.

Williams, who had been in charge of financial oversight of the city’s charter schools, allegedly helped facilitate the scheme, before he left his job at the charter school board to work at one of the for-profit companies.

After the lawsuit, the school went into court receivership. The two for-profit companies also went into court receivership and ultimately paid $200,000, most of which went to the school.

The city sued another charter school founder for a similar scheme in 2015. Court documents from that lawsuit, which was settled later that year, showed that Kent Amos, the founder of Community Academy Public Charter Schools, paid himself more than $1 million a year to lead the schools via a private management company he established.

Such allegations prompted the charter school board to strengthen its financial oversight procedures and its policy regarding disclosing conflicts of interest.

Scott Pearson, executive director of the board said in a statement that the board takes its oversight role “seriously” and that it has worked closely with the Office of the Attorney General throughout the Options litigation. “We thank the OAG for their persistence in seeing this to a resolution,” he said.

The U.S. attorney conducted a multiyear investigation of the case that ultimately did not result in criminal charges.

J.C. Hayward, a longtime television news anchor at WUSA and former chairwoman of the board at Options Public Charter School was initially named as a defendant, but she was dismissed from the civil case a few months after it was filed. The station placed Hayward on leave when the lawsuit was filed in October 2013, and she retired not long afterward.

Shannon Hodge, co-founder and executive director at Kingsman Academy, said she was “grateful” that the settlement dollars would go to the school that replaced Options. “We will certainly make sure that the students benefit from that settlement,” she said.

Kingsman opened in the summer of 2015. It operates in the same facility in Northeast Washington and serves a similar demographic that Options did, with a majority of students receiving special-education services. But it has its own leadership team and educational philosophy, Hodge said. “We are a very different school,” she said.

Share this video with 5 friends. 

You need to view and share this John Oliver video.

Seriously.

Yes, share it with 5 people and watch the power of exponential growth — uh, pyramid schemes — like HerbaLife or Amway.

This entertaining but informative video shows how modern-day pyramid schemes work, but it doesn’t explain how they keep getting away with it.

If you join one of these MLMs, or pyramids, you make nothing by selling the product. You only earn by signing up new sales-people, who give you money. But to get the right to do that you have to buy a lot of product, which often ends up in garages or closets.

And here’s the kicker: if you actually do everything right as per the recommendations of the MLM scheme, you run out of human beings. This is classic exponential growth: the founder gets 5 salespeople to sell under him. Each one of them gets 5 more so that generation is 25 people. Then each of those gets 5, for 125, each time multiplying by 5.

I just had my calculator compute 5^10, which means 10 generations, which really doesn’t sound like that many levels,  and I got nearly 10 million people, larger than quite a few states in the USA. Ten generations of friends and coworkers and family getting friends and  coworkers and family members to sign up should only take a few months, right, at about a week per generation of suckers salespeople?

Then: After 15 generations my calculator says, uh, I’m having a hard time counting all the decimal places, because it reads 3.051758713E10, also known as 30,517,578,125.

Of course, that’s impossible. Most folks who get sucked into the MUlti-Level Marketing morass actually earn nothing at all — even by the companies’ own admissions. (See the video!) but they all buy a LOT of product, benefiting the people above them.but I think that means a bit over 30 BILLION people, with a B. Now, last time I checked, we only have about 7.4 billion human beings alive today. So, each and every single Homo sapiens on all seven continents or even sailing on the ocean or living on a remote island somewhere, would have to be a distributor/salesperson/supervisor/sucker, about four times over, just on level 15. If we add in all of the  people from levels 1 through 14, we actually get about 38 BILLION suckers customers dealers.

Why are these things still allowed? Is it because they have paid off some important legislators? On the face of it, pyramid schemes (think Ponzi) are all illegal. How do these companies continue to operate and prey on folks who dont know better?

More on Rigging Elections

Now, let us suppose that somehow the Hillary campaign actually managed to

(a) make sure that a rigged coin – supplied by them, not taken from somebody’s pocket – was used in each of the six coin toss cases

(b) figure out in advance which caucuses had to get those coins

(c) tell their person which side of the coin to choose in case a toin coss came up,

(d) none of the other folks noticed any of this skullduggery taking place right in front of their eyes — (by the way, you should watch this video of how this worked in practice)

THEN, yes, that weighted coin might help their odds, as you can see in this chart:

rigging-elections

I used the binomial theorem to figure this one out. Let me give a few examples: in the row that’s highlighted in green, the probability of heads and tails is both 50%, and as I indicated int he last post, the probability of getting ‘heads’ five times out of six is about 9.38%. However, if you could somehow figure out how to make a coin that came up ‘heads’ 60% of the time, then your chances of getting 5 heads would improve to 18.66%.

And if you could boost the unfairness of your coin to the point that it would come up heads 80% of the time then your chances of getting 5 ‘heads’ would be 39.37%. Still not a slam-dunk.

I only know of two ways to make a coin biased. One method is to carefully split two coins in half the hard way, and make a two-headed coin (or two-tailed) coin. Such coins are actually sold in magic shops.

The other method is to bend the coin slightly – I am told that the concave side will end up being on top more frequently (like a cup).

So, Hillary’s nasty minions would have had to either distribute a bunch of bent coins or two-headed coins, and nobody else would have had the brains or eyesight to notice, for this to have been rigged.

I don’t think so.

Will Washington DC Elect a Paid Shill for a Charter School Chain to its Mostly Powerless School Board?

You may not be aware that one Jacque Patterson is running for an At-Large position on the nearly-powerless District of Columbia State Board of Education, and has already managed to con quite a few people into donating money to him. He may unfortunately even win, even though he is a paid flack for the Rocketship chain of charter schools.

(That’s the chain that is infamous for putting little kids in cubicles on computers and headphones with totally untrained, $15/hour assistants taking the place of most teachers…)

He’s running against Mary Lord, who actually has real expertise in education. One commenter on an article in the DC City Paper wrote,

“So this race features, on the one hand, one of the few incumbents on this board or any other elected office in this city that’s unquestionably qualified for her job. Someone who has actually been recognized by her colleagues across the country for her expertise, as the immediate past president of the National Association of State Boards of Education. Someone who can speak in intricate detail about the policies that this board is supposed to be weighing [ …]

“And on the other side we have a political hack who takes a crack at seemingly every open elected office in this city and has no apparent qualifications for the role other than having some cush[y] job at an unaccountable charter school. But hey, he raised a lot of money, so he must be qualified for the position!”

It would be bad policy in general for citizens anywhere to elect a paid operative of a powerful chain of charter schools to any city school board. (You know, conflict of interest…?) However, the Gates, Broad, Walton and Arnold foundations are spending lots and lots of money trying to take over local school boards by buying candidates and elections all over the country, because they really don’t like democracy. Local voices get in their way.

I think it’s worthwhile look into the background of the board of directors of the supposedly non-profit Rocketship, as reported on their own website. In reverse alphabetical order, we have:

  • Arra Yerganian: an executive in marketing, sales, and management for firms like Procter & Gamble and the University of Phoenix (which of course has been shown to be an enormous fraud)
  • Ralph Weber: a top commercial litigator (ie trial lawyer) for large corporations
  • Alex Terman:  went through the Broad Foundation’s two-year fake ‘residency’ to prepare people for senior management in public education; he specializes in financing charter schools
  • Greg Stanger: formerly financial officer or on the boards of Expedia, Netflix, and Kayak
  • Joey Sloter: has an MBA, did ‘strategic planning’ at Corning Glass; and with her apparently wealthy husband established a family foundation; is a big promoter of charter schools
  • Raymond Raven: orthopedic surgeon
  • Deborah McGriff: the  only actual veteran public school teacher and administrator in the bunch (NYC); went over to the dark side and joined the for-profit Edison Schools company in 1993; later, President of the Education Industry Association
  • Louis Jordan: former finance officer at Starbucks, Gap, Citibank, Dupont, etc; now owns a vineyard
  • Alex Hernandez: venture capitalist profiting from charter schools
  • Fred Ferrer: president of the Rocketship board; CEO of The Health Trust
  • Alex Criter: Retired CEO of an “enterprise software business” and a “venture capital partner”.

I should point out that in 1993, Jennifer Niles, the current DC Deputy Mayor for Education, was also a member of the Rocketship board of directors, according to their Form 990.

 

 

Reprinting: How to earn gigabucks through charter schools

I’d like to repost this blog entry on how the very wealthy can become even wealthier by investing in charter schools. Here is the original link:

https://gfbrandenburg.wordpress.com/2013/05/15/how-to-earn-gigabucks-through-charter-schools/

 

Donald Trump is a Sociopath Who Has Fooled a Lot of People

Readers of this blog will note that I haven’t written much recently.

They will also probably be able to predict that I don’t like the current Republican candidate for President of the United States.

In fact, I think that Donald Trump is a classic example of a master sociopath. He has no remorse for any of his evil deeds, such as the thousands of contractors and employees whom he has stiffed. He doesn’t care at all that his positions on any given matter often change overnight, and that he has scapegoated many groups of honest, hard-working people, and that he has literally no actual political program.

Quick: what do the KKK, the various neo-Nazis around the world, former Iraqi Baath regime loyalists, Vladimir Putin, the current Turkish government, ISIS, and Donald Trump all have in common? They all go out of their way to repeat lies that have been repeatedly shown to be utterly false.

What’s even more scary is that Trump’s uncanny media savvy has fooled literally millions of Americans into thinking that he cares about them. He represents everything bad in American history: the racism, the super-exploitation of immigrants and blacks, the conniving with open criminals like the Mafia, the maldistribution of wealth upwards to the schemers and con-men, and overall corruption.

I strongly recommend that you read what Trump’s former ghost-writer now says about Trump. Tony Schwartz followed the con-man around for several months back in the late 1980’s in order to write “The Art of the Deal”, and now is very much alarmed. He says,

“I put lipstick on a pig,” he said. “I feel a deep sense of remorse that I contributed to presenting Trump in a way that brought him wider attention and made him more appealing than he is.” He went on, “I genuinely believe that if Trump wins and gets the nuclear codes there is an excellent possibility it will lead to the end of civilization.”

If he were writing “The Art of the Deal” today, Schwartz said, it would be a very different book with a very different title. Asked what he would call it, he answered, “The Sociopath.”

“Trump has been written about a thousand ways from Sunday, but this fundamental aspect of who he is doesn’t seem to be fully understood,” Schwartz told me. “It’s implicit in a lot of what people write, but it’s never explicit—or, at least, I haven’t seen it.

And that is that it’s impossible to keep him focussed on any topic, other than his own self-aggrandizement, for more than a few minutes, and even then . . . ” Schwartz trailed off, shaking his head in amazement. He regards Trump’s inability to concentrate as alarming in a Presidential candidate. “If he had to be briefed on a crisis in the Situation Room, it’s impossible to imagine him paying attention over a long period of time,” he said.

“Lying is second nature to him,” Schwartz said. “More than anyone else I have ever met, Trump has the ability to convince himself that whatever he is saying at any given moment is true, or sort of true, or at least ought to be true.” Often, Schwartz said, the lies that Trump told him were about money—“how much he had paid for something, or what a building he owned was worth, or how much one of his casinos was earning when it was actually on its way to bankruptcy.”

Predictably, Trump has sent his lawyers to counter-attack. Schwartz is standing his ground. 

I think it is really, really important that Donald Trump NOT be our next president.

[By the way, I disagree with a number of Hillary Clinton’s past and present positions on certain foreign and domestic issues. She is way too chummy with millionaires and billionaires like Donald Trump. (Let’s keep in mind that Hillary Clinton, Donald Trump and Mike Pence were all in favor of invading Iraq!) And like Bill Clinton, GWBush and Obama, I think she is completely wrong on all of the solutions that they offer to our very real educational problems. When people scream about Benghazi, they utterly ignore the fact that their hero, Ronald Reagan, just plain pulled out of Lebanon after a suicide bomber killed 241 Marines asleep in their beds.

[But the attacks on Ms. Clinton are simply nutty — way too many Americans get their views from the fact-free vitriol provided by Fox News (sic). Just like way too many people listened to the racist, anti-semitic diatribes of Father McCoughlin during the 1920s and 1930s.]

 

 

Against Proposed DoE Regulations on ESSA

This is from Monty Neill:

===========

Dear Friends,

The U.S. Department of Education (DoE) has drafted regulations for
implementing the accountability provisions of the Every Student Succeeds
Act (ESSA). The DOE proposals would continue test-and-punish practices
imposed by the failed No Child Left Behind (NCLB) law. The draft
over-emphasizes standardized exam scores, mandates punitive
interventions not required in law, and extends federal micro-management.
The draft regulations would also require states to punish schools in
which larger numbers of parents refuse to let their children be tested.
When DoE makes decisions that should have been set locally in
partnership with educators, parents, and students, it takes away local
voices that ESSA tried to restore.

You can help push back against these dangerous proposals in two ways:

First, tell DoE it must drop harmful proposed regulations. You can
simply cut and paste the Comment below into DoE’s website at
https://www.regulations.gov/#!submitComment;D=ED-2016-OESE-0032-0001
<https://www.regulations.gov/#%21submitComment;D=ED-2016-OESE-0032-0001>
or adapt it into your own words. (The text below is part of FairTest’s
submission.) You could emphasize that the draft regulations steal the
opportunity ESSA provides for states and districts to control
accountability and thereby silences the voice of educators, parents,
students and others.

Second, urge Congress to monitor the regulations. Many Members have
expressed concern that DoE is trying to rewrite the new law, not draft
appropriate regulations to implement it. Here’s a letter you can easily
send to your Senators and Representative asking them to tell leaders of
Congress’ education committees to block DoE’s proposals:
https://actionnetwork.org/letters/tell-congress-department-must-drop-proposed-accountability-regulations.

Together, we can stop DoE’s efforts to extend NLCB policies that the
American people and Congress have rejected.

FairTest

Note: DoE website has a character limit; if you add your own comments,
you likely will need to cut some of the text below:

*/You can cut and paste this text into the DoE website:/*

I support the Comments submitted by FairTest on June 15 (Comment #).
Here is a slightly edited version:

While the accountability provision in the Every Student Succeeds Act
(ESSA) are superior to those in No Child Left Behind (NCLB), the
Department of Education’s (DoE) draft regulations intensify ESSA’s worst
aspects and will perpetuate many of NCLB’s most harmful practices. The
draft regulations over-emphasize testing, mandate punishments not
required in law, and continue federal micro-management. When DoE makes
decisions that should be set at the state and local level in partnership
with local educators, parents, and students, it takes away local voices
that ESSA restores. All this will make it harder for states, districts
and schools to recover from the educational damage caused by NLCB – the
very damage that led Congress to fundamentally overhaul NCLB’s
accountability structure and return authority to the states.

The DoE must remove or thoroughly revise five draft regulations:

_DoE draft regulation 200.15_ would require states to lower the ranking
of any school that does not test 95% of its students or to identify it
as needing “targeted support.” No such mandate exists in ESSA. This
provision violates statutory language that ESSA does not override “a
State or local law regarding the decision of a parent to not have the
parent’s child participate in the academic assessments.” This regulation
appears designed primarily to undermine resistance to the overuse and
misuse of standardized exams.

_Recommendation:_ DoE should simply restate ESSA language allowing the
right to opt out as well as its requirements that states test 95% of
students in identified grades and factor low participation rates into
their accountability systems. Alternatively, DoE could write no
regulation at all. In either case, states should decide how to implement
this provision.

_DoE draft regulation 200.18_ transforms ESSA’s requirement for
“meaningful differentiation” among schools into a mandate that states
create “at least three distinct levels of school performance” for each
indicator. ESSA requires states to identify their lowest performing five
percent of schools as well as those in which “subgroups” of students are
doing particularly poorly. Neither provision necessitates creation of
three or more levels. This proposal serves no educationally useful
purpose. Several states have indicated they oppose this provision
because it obscures rather than enhances their ability to precisely
identify problems and misleads the public. This draft regulation would
pressure schools to focus on tests to avoid being placed in a lower
level. Performance levels are also another way to attack schools in
which large numbers of parents opt out, as discussed above.

_DoE draft regulation 200.18_ also mandates that states combine multiple
indicators into a single “summative” score for each school. As Rep. John
Kline, chair of the House Education Committee, pointed out, ESSA
includes no such requirement. Summative scores are simplistically
reductive and opaque. They encourage the flawed school grading schemes
promoted by diehard NCLB defenders.

_Recommendation:_ DoE should drop this draft regulation. It should allow
states to decide how to use their indicators to identify schools and
whether to report a single score. Even better, the DoE should encourage
states to drop their use of levels.

_DoE draft regulation 200.18_ further proposes that a state’s academic
indicators together carry “much greater” weight than its “school
quality” (non-academic) indicators. Members of Congress differ as to the
intent of the relevant ESSA passage. Some say it simply means more than
50%, while others claim it implies much more than 50%. The phrase “much
greater” is likely to push states to minimize the weight of non-academic
factors in order to win plan approval from DOE, especially since the
overall tone of the draft regulations emphasizes testing.

_Recommendation: _The regulations should state that the academic
indicators must count for more than 50% of the weighting in how a state
identifies schools needing support.

_DoE draft regulation 200.18_ also exceeds limits ESSA placed on DoE
actions regarding state accountability plans.

_DoE draft regulation 200.19_ would require states to use 2016-17 data
to select schools for “support and improvement” in 2017-18. This leaves
states barely a year for implementation, too little time to overhaul
accountability systems. It will have the harmful consequence of
encouraging states to keep using a narrow set of test-based indicators
and to select only one additional “non-academic” indicator.

_Recommendation:_ The regulations should allow states to use 2017-18
data to identify schools for 2018-19. This change is entirely consistent
with ESSA’s language.

Lastly, we are concerned that an additional effect of these unwarranted
regulations will be to unhelpfully constrain states that choose to
participate in ESSA’s “innovative assessment” program.


Monty Neill, Ed.D.; Executive Director, FairTest; P.O. Box 300204,
Jamaica Plain, MA 02130; 617-477-9792; http://www.fairtest.org; Donate
to FairTest: https://donatenow.networkforgood.org/fairtest

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