What Kind of A—hole Ransoms School Data?

August 29, 2019 stevenmsinger Accountability, Betsy DeVos, Bill Gates, Budget, Charter Schools, Child Predators, Civil Rights, computers, Corporate Education "Reform", Data, Data Driven Instruction, Data Mining, edtech, Education, Learning, Local Control, Politics, Poverty, privatization, ransomware, School Funding, Schools, Standardized Testing, student privacy, Students, Teachers, Technology blackmail, cyber attack, Data, Data Mining, edtech, education, Embezzle, Politics, Privatize, public schools, ransom, ransomware, school funding, schools, standardized testing, Students, teachers, technology, theft

You’ve got to be a grade A sleaze bag to steal from kids’ public schools.

But that’s exactly what a growing number of slime balls are doing when they hack into schools’ computer networks and hold their data for ransom.

Even worse – districts are paying it!

Just this week the Rockville Center School District in New York state paid an $88,000 ransom to get back files that had been encrypted by Ryuk ransomware.

The district negotiated the payment down from $176,000. School directors only decided to pay after realizing it would cost more to hire another firm to fix the problem.

Plus the school had insurance that covered ransomware so it only ended up losing its $10,000 deductible.

But this district isn’t the only one being extorted by these basement dweller bandits.

In July, alone, schools in New Mexico, Nevada, Louisiana, Oklahoma, Alabama, Connecticut and another in New York suffered similar cyber attacks.

Nor do they show any signs of slowing down.

A report by cybersecurity firm Recorded Future concluded that attacks on state and local governments have reached an all time high. There were 170 cyber attacks since 2013, of which 22 occurred just this year.

After years of budget cuts and downsizing, hackers see local governments like wolves see the oldest and weakest animals in the herd – easy pickings.

And schools are particularly vulnerable.

They often have small IT departments, antiquated equipment and the cheapest cybersecurity.

That’s why in recent months schools in Lake City, Fla.; La Porte County, Indiana; and Riviera Beach, Fla. have all paid ransoms to regain access to their data.

If you think about it, data is one of the most financially valuable things schools have.

Districts are responsible for students’ privacy in so many ways – records of special services, grades, accommodations, discipline, etc. In addition, schools are large employers with privileged information on their staffs including healthcare, finances, insurance, social security numbers, etc.

School directors and administrators have a responsibility to safeguard this information. It’s no wonder, then, that many are giving in to these demands, especially when nefarious nonentities ensure payment is cheaper than any other alternative.

Even so, what a monster you have to be to squeeze schools in order to make a buck!

Every dollar you blackmail away from district coffers is a dollar not spent on children’s educations.

That’s less money for teachers, supplies, classes, tutors, nurses, counselors, etc.

You aren’t stealing candy from a baby. You are literally snatching away opportunities for a better future.

Given the stakes involved, it shouldn’t be all up to individual districts to stop cyber thieves. The state and federal government should be flexing their muscles to help.

One thing they can do is toughen laws against using ransomware.

Maryland legislators proposed a law to consider ransomware attacks that resulted in a loss of more than $1,000 as a felony, which would then be subject to a fine of up to $100,000 and 10 years in jail.

Current Maryland laws define such attacks that extort less than $10,000 as misdemeanors, while only a breach that results in a loss of greater than $10,000 is a felony.

But some argue that there are already federal laws on the books criminalizing ransomware such as The Computer Fraud and Abuse Act and the Electronic Communications Privacy Act. Unfortunately, these laws don’t mention ransomware specifically and may be too broad.

Federal and state governments could at least offer grants to update school cybersecurity to make such attacks more difficult. Otherwise, the burden becomes an exponential increase in the cost of doing business for schools which can only be made up by increasing local taxes and/or cutting student services.

Another option would be setting up a federal program to step in whenever schools are victims of ransomware. After all, these are public schools! If they were under attack by armed terrorists, the federal government wouldn’t think twice before jumping in.

With federal resources, perhaps we could stop all schools from ever paying these ransoms again. Because that’s the only way to truly end these cyber attacks.

As long as schools and governments are willing to pay, there will be trolls unscrupulous enough to take advantage.

Public services set up to meet the public good should never have to shortchange society so they can meet some fool’s ransom demand.

Ransomware has been around since at least 2012. The largest incident so far came last year with the WannaCry attack which infected more than 200,000 computers in about 150 countries, including the United Kingdom’s National Health Service, at a cost of about $4 billion.

It’s past time we got serious in dealing with these cowards.

As technology increases, data crimes have become more common. In fact, there are far too many legal ways to pilfer private data.

Schools, in particular, do a bad job of safeguarding student data by entering into unregulated and nefarious contracts with ed tech companies. Contracts with these companies commonly contain loopholes allowing them to take student data at will and sell it.

The situation is worsened by the supply-side economic policies governing public schools. There are already numerous roads to privatize public schools and turn tax dollars into corporate profits. Moreover, the standardized testing industry monetizes learning when their services are mandated by the state and federal government. They conveniently offer to remediate the large numbers of students who don’t score well on these same tests and cash in on both ends.

With so many fully legal ways to steal education dollars from practices and policies that actually help kids learn, it’s no surprise where these shadow dwellers get their ideas.

As repulsive and selfish as these hackers are, they’re only taking the greed of the testing, privatization and ed tech industry to its logical conclusion.

What kind of a—hole ransoms school data?

The a—holes we allow to get away with it.

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Blaming Schools for Student Absences is Like Denouncing Doctors for Disease

August 25, 2019 stevenmsinger absenteeism, Accountability, Betsy DeVos, Budget, Charter Schools, Child Safety, Civil Rights, Compassion, Corporate Education "Reform", edtech, Education, ESSA, Every Student Succeeds Act, Learning, Local Control, Parents, Pennsylvania, Politics, Poverty, Prejudice, privatization, School Funding, school segregation, Schools, segregation, Standardized Testing, Students, Teachers absenteeism, Accountability, charter schools, chronic absences, education, Every Student Succeeds Act, Politics, public schools, responsability, safe schools, school funding, school segregation, schools, Students, teacher bashing, Teacher Evaluation, teacher shortage, teachers

If something is wrong with children, it must be the school’s fault.

Right?

If kids can’t read, write and do ‘rithmetic, the teachers must not have taught ’em right.

It couldn’t have anything to do with home life, generational poverty, economic inequality and systemic racism.

Except that it almost always does.

Inextricably.

The fact is children who don’t live in safe, loving homes have much greater difficulty concentrating and caring about academics. Kids with impoverished parents are much more likely to go to underfunded schools and sit in classrooms that are racially segregated.

None of that is under the control of teachers or schools, but a focus on high stakes standardized testing, school privatization and dangerously unregulated ed tech hides the problem.

It’s not that teachers don’t teach. Inequality, prejudice and privatization – these are the root causes and the reason we do nothing about them generation after generation is that we have an easy scapegoat in the public schools in general and public school teachers in particular.

Take student absences.

It’s a huge problem.

When kids don’t show up to school, they learn less. It’s a simple concept.

Yet just four years ago when we had a chance to rewrite the federal law governing public education to actually DO SOMETHING about the problems we’re facing, we dropped the ball. Again!

The Every Student Succeeds Act (ESSA) requires states to include five indicators measuring school performance: four based on academic achievement, and a fifth, “non-academic” measure of student success.

Most states have adopted chronic student absenteeism as this “fifth indicator.”

So we take those five indicators, weight them and combine them together to get overall school scores that are used to sort and rank educational institutions. That way we can prioritize funding to the highest performers and withhold it from the lowest.

It’s the same supply side nonsense we’ve been doing for years with a few numbers moved around and given a different name.

Schools overflowing with resources serving rich white kids get a sticker. Schools starving for resources serving poor brown kids get a kick.

And somehow that’s supposed to help things get better.

Don’t get me wrong. Absenteeism is important.

Nearly 8 million students missed 15 or more days of school in 2015-16 — an increase from the 6.8 million who missed the same amount in 2013-14, when the federal Department of Education began tracking the data. And there’s a mountain of research that links chronic absenteeism with poor academic performance, delayed graduation, and increased dropout rates.

But putting it all on neighborhood schools and local districts is a huge abrogation of responsibility.

By and large, public schools do not cause students to be absent. Nor do they have the resources to ensure these students start attending.

But we’ve found someone to blame and that’s really all this whole exercise was about in the first place.

It’s like denouncing your doctor for your disease. It won’t cure you, but it might make you feel justified as you die.

The reasons students are chronically absent have little to do with individual schools.

According to Attendance Works, a non-profit focusing on ways to improve student attendance, the main causes of chronic absences are:

•Chronic disease or lack of health care and/or dental care.

•The need to care for siblings or other family members.

•Unmet basic needs: transportation, housing, food, clothing, etc.

•Trauma.

•Feeling unsafe getting to school.

•Academic or social struggles.

•Being teased or bullied.

•Poor school climate or unsafe schools.

•Parents had negative school experience.

•Lack of engaging and relevant instruction.

•Peer pressure to be with peers out of school vs. in school.

•No meaningful relationships with adults in school.

•High suspension rates and disproportionate school discipline.

Certainly some of these things are under the control of school directors, administrators, and teachers.

Schools can and should provide safe ways for students to get to and from school. They should work to reduce bullying and make school a welcoming place for all children. They should provide engaging instruction, fair discipline policies and reach out to parents and the community.

But most schools are already doing that – or certainly trying to do that within the confines of their budgets.

My own Western Pennsylvania district has been flagged by the Commonwealth for increasing chronic absences. In the state, this is defined as students with 10 or more unexcused absences. We’ve been put on an improvement plan – which basically means an employee at the state Department of Education wagging his finger and telling us to get better or else.

However, the overarching problem and solution are easy to see. We are a district without busing.

The high school and middle school sit on top of a hill. Students who live in the poorer sections of town at the bottom of the hill have to walk or take public transportation daily to get to school.

It’s no wonder that some of them don’t do that every day and stay home instead.

However, we serve a mostly impoverished population. Decades ago, school directors decided it would be more cost effective to save money on busing so they could provide greater services for students. Yet as the economy has continued to stagnate and funding has become even more hard to come by, attendance has worsened.

So what are we to do? Cut services and add buses?

Doing so would mean we’d have to bus students to local charter schools as well, increasing the burden on taxpayers and the amount of muscle and bone we’d have to cut from our own academic programs.

It’s all very well and good to have the federal government tell us that attendance is important – but where is the help to improve it?

As with everything else in education, we get threats and the promise of economic sanctions but nothing in the way of assistance, aide or intervention.

We could be working together to try to solve this and other social issues. We could pool resources and construct social programs to help parents get jobs, set up stable homes, fund robust systems of public transportation, and a host of social services for students and their families such as tutoring, counseling, child care, and continuing education classes. We could end discriminatory policies such as school segregation, school privatization and high stakes standardized testing.

But doing so would mean abandoning the blame game and nothing has worked better to shield the rich from paying their fair share than pointing fingers at the less privileged and those who dedicate their lives to help them.

In truth, the problems with public schools are rarely the teachers.

It’s that society has written them off and refuses to take responsibility for its own role in supporting the next generation.

Gov. Wolf Tries to Stop Charter Schools Gorging on Public School Funding

August 22, 2019August 22, 2019 stevenmsinger Accountability, Charter Schools, Corporate Education "Reform", Cyber Charter Schools, Democrat, Education, Local Control, Pennsylvania, Philadelphia, Pittsburgh, Politics, Prejudice, privatization, Republican, School Choice, School Funding, Schools, Students, Teachers, Tom Wolf Accountability, charter schools, Cyber Charter Schools, education, fiscal responsability, Governor Tom Wolf, Harrisburg, legislature, PA Budget, PA House, PA Senate, Pennsylvania, Politics, school funding, teachers, teaching, Tom Wolf, transparency

Sooey! Here Pig Pig Pig!

No one minds that healthy call at the hog farm when it’s time to feed the sows.

But taxpayers do take issue with it when it’s the call of the state legislature gathering a different kind of swine around public tax dollars.

Pennsylvania’s 180 charter schools gobbled up $1.8 billion last year from the Commonwealth’s public schools.

And Gov. Tom Wolf is refusing to let them continue to gorge on public funding meant to nourish everyone.

Last week, he took executive action to hold these schools accountable and force them to be more transparent – even if the legislature won’t.

Charter schools are publicly financed but privately run. Unlike authentic public schools, charters are often administered by appointed boards. They don’t have to provide the same level of services for children, don’t have to accept all students, can make a profit and don’t even have to be transparent about how they spend their money.

Yet that money comes from taxpayers.

For years fiscal watchdogs have complained that the state’s 22-year-old charter school law needs revising. However, after lining lawmakers pockets with charter school cash, the legislature continually refuses to do anything about it.

A few Democrats have offered plans that would increase accountability, but they’ve gotten no traction. And Republican plans have almost exclusively offered to make matters worse by dumping more money in the trough and putting up a thicker curtain so we don’t see the school privatizers eat.

So finally Gov. Wolf, a Democrat, took action on his own.

He has directed his Department of Education to circumvent the legislature to develop regulations that he says, “will level the playing field for all taxpayer-funded public schools, strengthen the accountability and transparency of charter and cyber charter schools and better serve all students.”

His plan would:

•Allow districts to limit student enrollment in charter schools where students aren’t making academic gains.

•Require charter schools to stop turning away students based on race, ethnicity, gender, disability, intellectual deficits, lack of athletics or other student characteristics.

•Make charter schools as transparent as authentic public schools.

•Stop conflicts of interests for charter school board members and operating companies so that they can’t make decisions on behalf of the school that would enrich themselves, their families and/or friends.

•Make charters submit to financial audits to state regulators, make them publicly bid contracts for supplies and services and use fair contracting practices.

•Provide greater oversight of charter school management companies so they can’t profit off of the students enrolled in the schools they’re managing.

•Seek more information about how prospective charters will be run in a new model state application to be used when charters seek to open up shop or renew existing charters.

•Require charters to accurately document their costs.

•Prevent charters from overcharging for services they provide to students.

•Make charters pay to cover the state’s costs for implementing the charter school law.

•Recoup money from charter schools for the time and services the state provides when it reviews applications, distributes payments and provides legal and administrative support to them.

It’s a bold step for a governor, but apparently Wolf is tired of waiting on a dysfunctional legislature to actually legislate.

The problem is Wolf has to be more than a governor. He has to be a goalie.

The state House and state Senate are deeply gerrymandered and controlled by Republicans.

Every year, lawmakers pass mostly crap bills written by Koch Brothers proxies only to be vetoed by Wolf.

Occasionally, the GOP convinces enough right-leaning Democrats to go with them and Wolf can’t or won’t veto the bills.

And that’s pretty much how things work in Harrisburg.

However, this time Wolf wasn’t content to just guard the net. He actually took the puck down the ice, himself, and made a slap shot on the opposing team.

Can he do this? Is he still operating within the law?

Time will tell – though I’d argue that in the absence of legislative action, he is within his job description.

Moreover, this is only a first step.

Wolf, himself, has said that more needs to be done by the legislature. Even after his executive actions, much needs to be done to make charter schools function properly in the Commonwealth.

Specifically, Wolf asked the legislature to pass a moratorium on new cyber charter schools, cap enrollment in low-performing charter schools until they improve, subject charter management companies to the same transparency rules that districts must follow, and create a fair, predictable and equitable charter school funding formula.

I’d like them to go even further.

Frankly, I’d like to see charter schools ended as educational institutions.
Why should the public pay for schools that aren’t locally controlled? Why pay for privatized schools at all?

I suppose if there are some that are functioning well for students, they can be grandfathered in, but they should be funded separately. When two districts have to compete for the same funding, the students lose.

At least, we should not be opening up new charters. The public should not be in the business of funding privatized schools.

I am grateful to Gov. Wolf for finally having the guts to stand up to this powerful industry.

The state exists to further the public good – not enrich private corporations like those running many charter schools.

It’s time we admitted that charter schools are a failed experiment and shut them down.

It’s time to block these pigs from chowing down on public funding without public oversight.

See how much each charter school gets of Commonwealth tax dollars.

Who’s Trading Public School Funding for a Tax Credit?

August 18, 2019 stevenmsinger Accountability, Betsy DeVos, Budget, Campaign Donations, capitalism, church and state, Corporate Education "Reform", Democrat, Education, Harissburg, Pennsylvania, Philadelphia, Pittsburgh, Pittsburgh Public Schools, Politics, Prejudice, private schools, privatization, Propaganda, School Choice, School Funding, school vouchers, Schools, Students, Taxation, Teachers, Tom Wolf, voting church and state, education, EITC, First Amendment, Pennsylvania, Politics, private schools, Privatize, public schools, religion, Rich, rich kids, school vouchers, schools, tax, Tax Credits, Taxation, teachers, wealth inequality, Wealthy

Ever wonder why our roads and public school buildings are crumbling?

Ever wonder why schools can’t afford books, buses and nurses?

Ever wonder why classroom teachers are forced to buy paper, pencils and supplies for their students out of pocket?

Because businesses like Giant Eagle, American Eagle Outfitters, and Eat’n Park aren’t paying their fair share.

It’s a simple concept – you belong to a society, you should help pay for the roads, bridges, schools, etc. that everyone needs to keep that society healthy.

After all, as a stockholder, CEO or business owner, you directly benefit from that society. If it didn’t exist, you wouldn’t have nearly as many customers – if any.

Many of us learned this kind of stuff in kindergarten or grade school.

But ironically programs that allow businesses to avoid paying their fair share are being used to short change many of those same kindergarten and grade schools.

In Pennsylvania, one such program is called the Educational Improvement Tax Credit (EITC), and everyone from local banks to Duquesne Light to UPMC healthcare providers are using it to lower their taxes while stealing from the public school cookie jar.

Here’s how it works.

If you expect a tax bill of $X at the end of the year, you can donate that same amount to the state for the purpose of helping parents pay off enrollment at a private or religious school for their children. Then you get between 75-90% of that donation back.

So if your tax bill is $100 and you donate $100, you can get back $90 – reducing your total tax bill to a mere 10 bucks.

Heck! Since this money is classified as a “donation” you can even claim it on your taxes and get an additional refund – even to the point where you end up making money on the deal! Pennsylvania even allows a “triple dip” – so you get the EITC tax credit, a reduction in your taxable income, and a reduction in your federal taxable income. We actually pay you to shortchange us on your taxes!

Now I’m oversimplifying a bit since you can only use the EITC for up to $750,000 a year, but it’s still a sweet deal for businesses. It just really hurts nearly everyone else because it reduces the state’s general fund – by $124 million last year, alone.

When we give away hundreds of millions of dollars every year to religious and parochial schools, we have less money to spend on public schools, roads and all other services that benefit the majority of our citizens – especially the poor who rely more heavily on these services.

So why doesn’t the state just budget this amount of money directly to religious and private schools instead of ransacking the general fund after businesses donate it to the tax incentive program?

Because it’s illegal to give taxpayer dollars to religious and private schools. The establishment clause of the First Amendment forbids it.

The founders of our country didn’t want a state religion with schools teaching theological propaganda like we had in Great Britain. Moreover, they demanded tax dollars be spent with accountability to the whole public – something you cannot do in a private or religious school which isn’t set up for everyone but only those who choose and can afford to go there.

However, some smart ass thought of an alleged loophole. He said that if tax money is turned into a tax credit, it’s no longer tax money and it doesn’t violate the rules to spend it on religious and private schools.

So this is a fiscal sleight of hand meant to give businesses a tax break while boosting private schools.

Who’s guilty of hiding behind this loophole to bolster their bottom line while short changing ours?

Probably a lot of businesses you know.

Thankfully, their donations to the EITC Program are a matter of public record as is how much money returned to them as savings.

You can find a handy database of state businesses right HERE searchable by county compiled by Pennsylvania Capital-Star.

I happen to live in Allegheny County in the Pittsburgh region – the second highest area of the Commonwealth for these tax dodge…. I mean credits.

Across the county in 2017-18 (the most recent year for which data is available), Allegheny County businesses donated $15,741,544. They got back $14,180,261 in tax credits.

A quick search came up with these noteworthy businesses:

–Fatheads – the Southside sports bar along Carson Street in Pittsburgh
Contribution: $ 10,000
Tax Credit: $ 9,000

–AEO Management, Co.  (American Eagle Outfitters Corporate Office in the South Side, Pittsburgh)
Contribution: $ 350,000
Tax Credit: $ 315,000

–Apex Diamonds, Inc. (A Pittsburgh jeweler)
Contribution: $ 149,000
Tax Credit: $ 134,100

–Cochran Motors, Inc. (car dealership in Monroeville)
Donation: $ 100,000
Tax Credit: $ 90,000

–Deer Leasing Co. (freight and cargo business) THREE ENTRIES:
Donation: $ 444,444
Tax Credit: $ 400,000

Deer Leasing Co.
Donation: $ 221,111
Tax Credit: $ 200,000

Deer Leasing Co.
Donation: $ 388,888
Tax Credit: $ 349,999

-Dollar Bank – TWO ENTRIES
Donation: $ 225,000
Tax Credit: $ 202,500

Dollar Bank
Donation: $ 400,000
Tax Credit: $ 360,000

–Duquesne Light Company – THREE ENTRIES
Donation: $ 10,000
Tax Credit $ 10,000
(So 100% return on investment!?)

Duquesne Light Company
Donation: $ 50,000
Tax Credit: $ 45,000

Duquesne Light Company
Donation: $ 240,000
Tax Credit: $ 216,000

-Eat’n Park Hospitality Group, Inc. (Corporate headquarters in Homestead)
Donation: $ 25,000
Tax Credit: $ 23,500

-Federated Advisory Services Company (Asset management company) – THREE ENTRIES
Donation: $ 111,111
Tax Credit: $ 100,000

Federated Investment Counseling
Donation: $ 111,111
Tax Credit: $ 100,000

Federated Investment Counseling
Donation: $ 222,222
Tax Credit: $ 200,000

–Giant Eagle, Inc. – TWO ENTRIES
Donation: $ 833,333
Tax Credit: $ 750,000

Giant Eagle, Inc.
Donation: $ 221,111
Tax Credit: $ 200,000

–Glimcher Brokerage, Inc. (Real estate company) – TWO ENTRIES
Donation: $ 380,000
Tax Credit: $ 342,000

Glimcher Group, Inc.
Donation: $ 300,000
Tax Credit: $ 270,000

–HM Health Insurance Company (Camp Hill, Pa) – THREE ENTRIES
Donation: $ 50,000
Tax Credit: $ 45,000

HM Health Insurance Company
Donation: $ 243,333
Tax Credit: $ 219,000

HM Health Insurance Company
Donation: $ 165,556
Tax Credit: $ 150,000

–PNC Bank, N.A. – TWO ENTRIES
Donation: $ 685,000
Tax Credit: $ 616,500

PNC Bank, N.A.
Donation: $ 148,303
Tax Credit: $ 133,500

–Rohrich Imports, Inc. (Luxury Pittsburgh Car Dealership)
Donation: $ 60,000
Tax Credit: $ 54,000

–The Buncher Company (property management company) – THREE ENTRIES
Donation: $ 416,667
Tax Credit: $ 375,000

The Buncher Company
Donation: $ 416,667
Tax Credit: $ 375,000

The Buncher Company
Donation: $ 221,111
Tax Credit: $ 200,000

–The Huntington National Bank –TWO ENTRIES
Donation: $ 549,556
Tax Credit: $ 494,600

The Huntington National Bank
Donation: $ 111,111
Tax Credit: $ 100,000

–UnitedHealthcare of Pennsylvania, Inc.
Donation: $ 200,000
Tax Credit: $ 180,000

-UPMC Diversified Services, Inc. (Healthcare provider) – SIX ENTRIES
Donation: $ 200,000
Tax Credit: $ 180,000

UPMC Diversified Services, Inc.
Donation: $ 200,000
Tax Credit: $ 181,000

UPMC Diversified Services, Inc.
Donation: $ 190,000
Tax Credit: $ 171,000

UPMC Health Benefits, Inc.
Donation: $ 200,000
Tax Credit: $ 180,000

UPMC Health Benefits, Inc.
Donation: $ 200,000
Tax Credit: $ 181,000

UPMC Health Benefits, Inc.
Donation: $ 200,000
Tax Credit: $ 180,000

But this leaves out the largest and shadiest group donating to the EITC Program – Limited Liability Corporations (LLCs).

These “special purpose entities” are set up to represent individual donors so they can more easily divert tax dollars to private and parochial schools.

LLCs represent hundreds of individuals who allow the LLC to donate on their behalf and then they get the tax credits passed back to them. It’s a way to encourage the wealthy to get the tax cut and support school privatization without all the hassle of doing the paperwork themselves.

And most (if not all) of these LLCs are set up by religious organizations to boost their own parochial schools.

For instance, Business Leadership Organized for Catholic Schools is perhaps the largest LLC receiving EITC funds.

Across the state, these organization made $15.6 million in donations and claimed $14 million in tax credits.

In Allegheny County, the largest are CASTA-SOS LLC and Pittsburgh Jewish Scholarship LLC.

CASTA was set up by the Catholic Diocese of Pittsburgh. Pittsburgh Jewish Scholarship benefits Jewish schools in the city.

Here’s how much they took from the state general fund last year:

–CASTA-SOS I LLC
Donation: $ 509,500
Tax Credit: $ 458,550

CASTA-SOS II LLC
Donation: $ 460,890
Tax Credit: $ 414,801

–Pittsburgh Jewish Scholarship I LLC
Donation: $ 675,250
Tax Credit: $ 607,725

Pittsburgh Jewish Scholarship II LLC
Donation: $ 750,000
Tax Credit: $ 675,000

EITC money went to almost 1,170 different organizations across the state. A fraction were YMCA’s, the Salvation Army and preschools. But the vast majority were private and religious schools.

Defenders of the project claim this money goes to fund “scholarships” for poor children to help defray the costs of enrollment at these schools.

However, a family making as much as $100,608 per year can qualify for an EITC scholarship for their child. A family with two children could make up to $116,216 and still qualify.

Consider this: one of the largest single recipients of this money in Allegheny County was the exclusive Shady Side Academy in Pittsburgh. The private secular school took in almost $1 million last year so that its wealthy students didn’t have to spend as much on enrollment.

Why are we subsidizing the rich?

Why are we robbing the poor to do so?

Why are we using public money to fund the teaching of climate denial, creationism, indoctrination in religious and political ideologies?

The short answer – our politicians are spineless and indebted to the people this benefits.

Just this summer, the Pennsylvania legislature AGAIN increased the limit for the program by an additional $25 million.

That’s the pattern. Every year, the Republican-controlled (and heavily gerrymandered) legislature can’t get their regressive policies passed Democratic Gov. Tom Wolf. They need some Democrats to support their spending priorities. So they entice right-leaning Democrats with increases to these tax incentive programs in order to reach compromises.

The result – every year we allow more tax dollars to fly away to private and religious schools while further undermining funding for public schools.

But it could have been worse. Earlier in the year, the legislature passed a measure to increase the EITC Program by $100 million. Thankfully it was vetoed by Gov. Wolf. Unfortunately, he let the $25 million increase get through.

This is a problem that is not going away.

We need to let our lawmakers know in no uncertain terms that we do NOT support these programs. And this isn’t just Republican lawmakers. We especially need to pressure Democrats and even run challengers to those who are not progressive enough in the primaries.

And we need to let businesses who partake of the smorgasbord of tax credits that doing so will lose them our business.

If we want to stop theft disguised as “tax credits,” we have to start hitting these businesses where it hurts – in the pocketbook.

Because they certainly don’t feel it in their hearts.

Six Problems with a Growth Mindset in Education

August 12, 2019 stevenmsinger Accountability, Budget, Child Safety, Civil Rights, Compassion, Corporate Education "Reform", Data, Data Driven Instruction, Education, Grit, growth mindset, Learning, Philosophy, Politics, Poverty, Prejudice, School Funding, Schools, Standardized Testing, Students, Teachers classroom, education, Grit, growth, growth mindset, high stakes testing, motivation, pedagogy, Politics, problems, Psychology, schools, standardized testing, teachers

Sometimes the truth is not enough.

Especially if you misunderstand its meaning.

That seems to be the main problem with a growth mindset.

It’s one of the trendiest concepts in education today, and – though it’s based on an authentic insight into how kids learn – it’s been shackled and monetized into an excuse to support a sterile status quo.

The basic idea goes like this: academic ability isn’t something students have or do not have. It’s a skill that gets better depending on how hard they work at it.

And up to that point, it’s correct and valuable.

But when we try to take that insight and weave it into current education policies, it becomes a shadow of itself.

As a middle school language arts teacher, I’m confronted with this most often in the context of standardized test scores.

I am constantly being told not to pay attention to the scores. Instead, I’m told to pay attention to growth – how much this year’s scores have improved from last year’s scores. And the best way to do this, I’m told, is by paradoxically examining the scores in the most minute detail and using them to drive all instruction in the classroom.

To me that seems to misunderstand the essential psychological truth behind a growth mindset.

Instead of focusing on the individuality of real human students, we’re zeroing in on the relics of a fixed mindset – test scores – and relegating the growth mindset to happy talk and platitudes.

B leads to A, and if we really want A, we just need to emphasize B.

To be clear, I don’t think there’s anything wrong with the idea that learning is a skill that can be strengthened with hard work. I do, however, take issue with how that observation has been used to support the status quo of test-and-punish and strategic disinvestment in public schools. I take issue with the idea that growth is the ONLY factor in student learning and how we are ignoring the multitudinous ways the human mind works and what that means for education.

In short, I think making the growth mindset a magic bullet has ended up shooting us in the foot.

Here are six problems I have with the growth mindset model:

1) It Has Not Been Proven to Make an Appreciable Difference in Student Academic Achievement.

How exactly do you use growth to drive achievement?

You make the concept of growth explicit by teaching it. You actively teach kids this idea that anyone can learn with hard work, and the theory goes that they’ll achieve more.

Does it actually work?

The results have been pretty inconclusive.

It’s been tested numerous times in various ways – some showing success, some showing nothing or even that it hurts learning.

The best success has come from Carol Dweck, a Stanford education professor who’s made a name for herself promoting the growth mindset model in books and TED talks.

Just this month, she co-authored the largest nationwide study concluding that a growth mindset can improve student results.

About 12,500 ninth grade students from 65 public and private schools were given an online training in the concept during the 2015-16 school year.

The study published in the journal Nature concluded that on average lower-achieving students who took the training earned statistically significant higher grades than those who did not.

However, results were “muted” when students were less encouraged to seek challenges – such as when they had fewer resources and support.

Despite this success, Dweck’s peers haven’t been able to reproduce her results.

A large-scale study of 36 schools in the United Kingdom published in July by the Education Endowment Foundation concluded that the impact on students directly receiving this kind of training did not have statistical significance. And when teachers were given the training, there were no gains at all.

In a 2017 study, researchers gave the training to university applicants in the Czech Republic and then compared their results on a scholastic aptitude test. They found that applicants who got the training did slightly worse than those who hadn’t received it at all.

In 2018, two meta-analyses conducted in the US found that claims for the growth mindset may have been overstated, and that there was “little to no effect of mindset interventions on academic achievement for typical students.”

A 2012 review looking at students attitudes toward education in the UK found “no clear evidence of association or sequence between pupils’ attitudes in general and educational outcomes, although there were several studies attempting to provide explanations for the link (if it exists)”.

In short, there is little evidence that any current approaches to turning the growth mindset into a series of practices that increase learning at scale has succeeded.

2) It Doesn’t Fit with Current Education Policies

We live in a fixed mindset world.

That’s how we define academic achievement – test scores, grades, projects, etc.

We tabulate data, compile numbers and information and pretend that draws an accurate picture of students.

It doesn’t.

But the concept that student achievement isn’t one of these things – is, in fact, something changeable with enough effort – runs counter to everything else in this world view.

If data points don’t tell us something essential about students but only their effort, connecting them with high stakes is incredibly unfair.

Moreover, it’s incoherent.

How can you convince a student that test scores, for example, don’t tell us something essential about her when we put so much emphasis on them?

It’s almost impossible for students in today’s schools to keep a belief in a growth mindset when test scores and our attitude toward them confirm their belief in a fixed mindset.

In a world of constant summative testing, analysis and ranking of students, it is nearly impossible to believe in a growth mindset. It’s merely a platitude between the fixed academic targets we demand students hit.

This doesn’t exactly take anything away from the concept, but it shows that it cannot be implemented within our current educational framework.

If we really believed in it, we’d throw away the testing and data-centricity and focus on the students, themselves.

3) It Ignores Student Needs and Resources

When we try to force the growth mindset onto our test-obsessed world, we end up with something very much like grit.

After all, if the only factor students need to succeed is effort, then those who don’t succeed must be responsible for their own failures because they didn’t try hard enough.

And while this is true in some instances, it is not true in all of them.

Effort may be a necessary component of academic success but it is not in itself sufficient. There are other factors that need to be present, too, such as the presence of proper resources and support.

And most – if not all – of these factors are outside of students’ control. They have no say whether they are well fed, live in safe homes, have their emotional needs met. Nor have they any say whether they go to a well-resourced school with a wide curriculum, extracurricular activities, school nurses, tutors, mentors, psychologists and a host of other services.

Putting everything on growth is extremely cruel to students – much like the phenomenon of grit.

Education policy should help raise up struggling students, not continue to support their marginalization through poverty, racism and/or socioeconomic disadvantages.

4) It Can Make Kids Feel Disrespected and Disparaged

No child wants to be remediated.

It makes them feel small, inadequate and broken. And if they’re already feeling that way, it reinforces that helplessness instead of helping.

Context is everything. Well-meaning educators may gather all the students with low test scores in one place to tell them the good news about how they can finally achieve if they put in enough effort. But students may recognize this for what it is and instinctively turn away.

The best way to teach someone is often not to lecture, not to even let on that you’re teaching at all.

David Yeager and Gregory Walton at Stanford claimed in 2011:

“…if adolescents perceive a teacher’s reinforcement of a psychological idea as conveying that they are seen as in need of help, teacher training or an extended workshop could undo the effects of the intervention, not increase its benefits.”

Teachers cannot set themselves up as saviors because that reinforces the idea that students are broken and thus need saved.

I don’t think this is an insurmountable goal, but many growth mindset interventions are planned and conceived by non-teachers. As such, they often walk right into this trap.

5) It is Not Suitable For All Kids

Everyone’s minds don’t work alike.

When you tell some kids that anyone can achieve with enough hard work, it makes them discouraged because they thought that their academic successes marked them as special.

According to a 2017 study published by the American Psychological Association, growth mindset training can backfire especially with high achieving students for exactly this reason.

Hard work just isn’t enough for some students. Their self-esteem relies on the idea that they are good at school because of fixed qualities about themselves.

When we take that belief away, we can damage their self esteem and thus their motivation to do well in school.

The point isn’t that a growth mindset is wrong, but that as an intervention it is not appropriate for all students. In fact, perhaps we shouldn’t be using it as an intervention at all.

6) It Should Not be a Student Intervention. It Should Be a Pedagogical Underpinning for Educators

We’ve got this growth mindset thing all wrong.

It’s not a tool to help students learn. It’s a tool for teachers to better understand their students and thus better help them learn. It’s a tool for administrators, parents and policymakers to better understand what grades and test scores mean.

If you want to teach a student any skill, let’s call it X, you shouldn’t begin by telling them that anyone can learn it with enough effort.

Just teach X. And when you succeed, that will become all the motivation students need to learn the next thing.

Education is an incremental process. Success breeds success just as failure breeds failure.

As every teacher knows, you start small, scaffold your lessons from point A to B to C and make whatever changes you need along the way.

If we really want to help students in this process, we can start by ridding ourselves of the fixed mindset that current education policy is rooted in.

Growth mindset is a psychological observation about how human minds work. It’s not pedagogy. It’s empiricism.

We can use it to help design policy, lessons and assessment. But it has limited value – if any – being taught directly to students.

The growth mindset model has value, but not in the way it has typically been used in our school system.

Instead of providing justification for equitable resources and tearing down the testocracy, it’s been used to gaslight educators into obeying the party line.

It is not a magic cure all, but one factor among many that provides insight into learning.

If we can disentangle it from the profit-driven mire of corporate education, perhaps it can help us achieve an authentic pedagogy that treats every student as an individual and not an economic incentive for billionaires to pocket more tax money.

Pennsylvania Law Meant to Forbid Arming Teachers May Have Done Just the Opposite

August 8, 2019 stevenmsinger Accountability, Budget, Child Safety, Civil Rights, Democrat, Education, Gun Control, Guns, Harissburg, Labor, Local Control, Mass Shooting, Parents, Pennsylvania, Philadelphia, Pittsburgh, Police, Politics, Republican, school violence, Schools, Shooting, Students, Teachers, Tom Wolf, Unions, Violence Against Children child safety, education, Gun Control, gun sense, Gun Violence, Guns, Guns in Schools, Harrisburg, law enforcement, legislature, Mass Shooting, Pennsylvania, police, Politics, public schools, safe schools, school shootings, schools, security guards, teachers, Tom Wolf

Pennsylvania teachers, don’t forget to pack your Glock when returning to school this year.

A new law meant to close the door on arming teachers may have cracked it open.

Despite warnings from gun safety activists, the bill, SB 621, was approved by the legislature and signed into law by Gov. Tom Wolf this summer.

The legislation explicitly allows security guards – independent contractors who are not members of law enforcement – to carry guns in schools if they go through special training.

And that’s bad enough.

Why you’d want glorified rent-a-cops with guns strapped to their hips running around schools full of children is beyond me.

That’s not going to make anyone safer. It’s going to do just the opposite.

But that’s not even the worst of it.

Commonwealth law already allowed for armed police and school resource officers in school buildings.

The new bill just adds security guards to the accepted list – so long as they go through special training.

So some observers are asking what happens if teachers and administrators go through the same training? Wouldn’t they then qualify as “security personnel” and thus be eligible to be armed as part of their jobs?

Some say yes.

But others go even farther.

The bill only says who may be armed in schools. It doesn’t say anything about who may not be armed.

So if a district were to arm teachers – even without that special security guard training – it wouldn’t be specifically breaking the law. It would be operating in a huge loophole left open by the legislature and Gov. Wolf.

In fact, the original version of the bill would have covered just such an ambiguity. It included language saying that ONLY the people specifically mentioned in the law (police, resource officers and security guards) were allowed to be armed. However, Wolf could not get legislators to agree on it, so this language was stripped from the bill that was eventually passed.

This isn’t just theoretical.

Several school administrators have already taken advantage of it.

A handful of superintendents in rural parts of the state have already gotten permission from country law enforcement officials and are now carrying guns to school, according to a lawyer representing 50 Commonwealth districts.

Attorney Ronald Repak, of Altoona-based Beard Legal Group, gave a presentation at a school safety conference saying that his firm had secured permission from local district attorneys for administrators to carry firearms as part of their jobs. They cited ambiguity in the law that allowed for different interpretations.

Repak said that fewer than six superintendents had been approved, but he would not say which ones or which districts employed them.

Meanwhile, a district in the eastern part of the state between Hershey and Allentown has already passed a policy to arm teachers and staff.

Tamaqua Area School District in Schuylkill County, approved the policy last year but suspended it following litigation from the teachers association and a parent group.

Since Harrisburg passed this new measure, school board members and administration have been going back and forth about how it pertains to their policy and whether they can legally reinstate it even with pending litigation.

SB 621 was supposed to fix the ambiguity of previous statutes on the matter.

Title 18, Section 912 of the Pa. Crimes Code says that no one except recognized security personnel may bring a weapon onto school grounds, unless it is for a supervised school activity or “other lawful purpose.”

But again that leaves a huge loophole.

Secretary of Education Pedro Rivera wrote in 2016 that the Pennsylvania Department of Education considers “the scope of ‘lawful purpose’…unclear and unsettled.”

That’s what originally prompted Tamaqua school directors to pass their policy to arm teachers – the first of its kind in the state.

The Republican majority in the legislature has been trying to pass a law explicitly allowing teachers to be armed for years.

In June of 2017, the state Senate even passed just such a bill but it got nowhere in the House. Moreover, Gov. Wolf threatened to veto it.

And that has been the pattern in Harrisburg on most matters – a gerrymandered GOP-controlled legislature narrowly passing far right legislation checked by a popularly elected Democratic governor.

However, Republicans may have gotten one passed the goal with SB 621.

Wolf had hoped the bill would end the matter once and for all. When he signed it into law, he released a statement saying:

“The students, parents, and educators in this commonwealth can now be secure in the knowledge that teachers can dedicate themselves to teaching our children, and that the security of school facilities rests in the hands of trained, professional security personnel.”

Ceasefire Pennsylvania, a statewide gun safety organization, saw the danger and warned against it. The organization urged the legislature not to pass the bill and the governor not to sign it.

In a letter sent to lawmakers, the group wrote:

“…adding security personnel who do not have the same law enforcement background, training and experience of those personnel already authorized to serve as school security in the School Code is misguided.

[In addition] …although we understand that the legislation initially was intended only to address security personnel, we believe SB 621 could be manipulated by school districts intent on arming teachers as a ‘security’ measure… We hope you will Vote No on SB 621.”

The matter is bound to wind up in the courts where it will ultimately be decided.

Concerned citizens should probably go to their local school board and let directors know they don’t want school personnel – security guards or others – packing heat.

To be clear, the new bill doesn’t require security guards to be armed, but it does allow districts to arm them if they go through the necessary training.

The instruction outlined in the law required before guards can be armed costs less than $500 per person.

It includes lessons on developing relationships with diverse students, understanding special needs students, how to deal with violence, victimization, threat response and the prevention of violence in schools. It also includes Act 235 lethal weapons training on specifically how to carry and use lethal weapons.

Some legislators wanted security guards to have to go through the same training as police officers – a 900-hour municipal course. However, since this would include instruction school security officers would not need such as lessons on traffic laws and the vehicle code – not to mention its hefty cost of $9,000 per person – it was scrapped.

Don’t get me wrong. I have nothing against security guards. There are several good ones at my district.

However, putting guns in their hands doesn’t make me feel any safer.

A few years ago, a security guard at my school lost his job because he slammed one of my students into a lunch table.

The child in question was certainly difficult and could be defiant. But he was a middle school age child. He didn’t deserve to have his head slammed into a table – nor would I want someone with so little impulse control to have to police his trigger finger during tense confrontations with students.

Arming security guards is just plain dumb. Heck! So is arming teachers and administrators!

This isn’t the wild west. It’s a classroom.

In real-world shootings, police officers miss their targets about 4-in-5 shots, according to Dr. Peter Langman, a psychologist who’s studied school shootings. Do you really expect rent-a-cops and teachers to be more accurate?

Even armed police don’t do much to stop school shootings.

The four high-profile school shootings in 2018 — including the one in Parkland, Florida and Santa Fe, Texas — had armed guards. All failed to stop the gunmen.

But research consistently shows that increasing the number of guns in schools increases the likelihood that students will get hold of them.

What we need are sensible gun regulations to limit the number of people who have access to firearms. We need mandatory background checks and a ban on assault weapons – the murder instrument of choice for mass shooters. We need buy back programs to reduce the ridiculous numbers of guns available.

This new law does none of that. It was a Faustian bargain at best – and like always happens when you try to best the Devil, you end up losing.

Only this time, the losers are our teachers and school children.

The Welcome Back Letter I’d Love to Give My Students – But Can’t

August 5, 2019 stevenmsinger Accountability, Betsy DeVos, bloggers, Charter Schools, Civil Rights, Common Core, Corporate Education "Reform", Data, Data Driven Instruction, Education, Labor, Learning, Local Control, Opt Out, Parents, Pennsylvania, Politics, Prejudice, principals, privatization, protest, School Funding, school vouchers, Schools, Social Justice, Standardized Testing, Students, teacher autonomy, Teachers, Unions charter schools, education, letter, public schools, school vouchers, schools, standardized testing, Students, Teacher Evaluation, teachers, welcome back

I’m a very lucky guy.

I get to teach language arts in an amazing urban middle school in Western Pennsylvania.

I have reasonable autonomy, opportunities to collaborate with my co-workers and strong union protections.

Even so, I know there are a lot of teachers out there who don’t have those things.

Yet even after counting all my blessings, I still can’t do whatever I want. I can’t even do everything that my years of academic training and experience tells me would be best for my students.

Every year I’m told that my worth as a professional is mainly defined by student test scores – that I should use those scores to drive my entire class, that my major goal should be increasing the scores and my every waking moment should be spent examining past scores.

Every year I have to watch out for this data metric and do that much more work because my district has lost even more funding to the vampire charter school in our neighborhood. Or lawmakers have compromised away another several hours of my time to do meaningless paperwork – time that I either have to take away from my students or my family.

I see all this and I just want to scream.

I want to tell everyone what’s happening so that they can help stop the madness.

And I do scream into the whirl of cyberspace on my blog.

But I can’t do the same in my district. I can’t tell those right in front of me – my school board, my administrators, the parents or students.

Doing so would put everything I do have in jeopardy.

I know this because it already has.

Every year on the first day of school, I give my students a welcome letter.

This is the kind of letter I’d love to give them – but don’t dare:

Dear Students,

In a matter of weeks you will be invited back to school and I wanted to let you in on a little secret.

We missed you.

That’s right. Your teachers missed the heck out of you over the summer.

Don’t get me wrong. We enjoyed our time at home with our own children, time on vacation, time spent continuing to refine our craft, and/or time spent working another job. (Hey! Those extra pencils, papers, books and supplies aren’t going to buy themselves! Right?)

Here’s another little secret – your teachers come to school every day not because we have to, but because we want to.

We literally could do anything else with our lives but we’ve devoted our time to you.

Why? Because we love you.

I know that’s mushy talk, but it’s true.

Another secret: We know you’re nervous about your first day back. But – heck – so are we!

Don’t forget you’re young. We’re old!

We know you’re wondering who your teachers will be this year, what they’ll require you to do, which friends will be in your classes, who will sit with you at lunch…

We wonder if we’re still going to be able to do all the things we need to do to help you learn? Are we going to be able to provide a safe, secure environment for you? Will we be able to keep you engaged, and excited to learn? Will we be able to actually teach everything you want and need to know?

This is going to be a challenging year for all of us.

But that’s a good thing.

We’re in this together.

That’s kind of an important point.

You see, we know you’ll probably be asked to take high stakes standardized tests. Just know that it’s not us who’s asking. It’s the state and federal government. Lawmakers seem to think that your answers on multiple choice tests are very, very important.

Another secret: they aren’t.

We don’t care how you score on these tests. Not really. We don’t even care if you take them at all – and if your parents decide not to have you sit through this garbage, we will honor their wishes, because they are the ultimate authority on you – their children.

We know that standardized tests don’t assess how much you learn. The tests your teachers make do that – the work that you do in class every day shows it better than any canned corporate exam.

We know those scores don’t define who you are. We see you every day. We see your creativity, your intelligence, your fire, your verve, your passion.

We want to stoke that fire and help you become the people you always wanted to be.

And none of that can be shown on a standardized test.

THAT’S our job – not to turn you into great test takers but into the kind of people you most want to be.

Oh. By the way, please thank your parents for us.

Thank them for ignoring the hype about the flashy charter school that hedge fund managers opened on the hill – the school sucking up our funding, cutting services for students and making its investors very rich.

Thank them for declining the shiny school voucher to Pastor Dan’s Creationism, Anti-vaxxor, Climate Denial Academy. Thank them for passing up the tax rebate to Ivy Laurel Prep – where the rich white kids go.

Thank them for trusting us with the most precious things in their lives – you.

You really mean a lot to all of us.

So rest up and try to have fun for the remainder of your summer. We’ll do the same.

And before you know it, we’ll be back together in class expanding minds, expressing hearts and having a great time!

Love you all!

Your Teachers

That’s the kind of welcome back letter I would love to give my students – but can’t.

It was partially inspired by a REAL welcome back letter given by a New York Superintendent.

Around this time last year, he gave it to 11 principals and about 600 teachers in the
Patchogue-Medford School District before someone posted it online and it went viral.

His audience was teachers, but his message was the same:

Aug. 14, 2018

Dear….

Once again… this letter is too let you know I DO NOT CARE what your state growth score is. Let me be clear… I DO NOT CARE. It does not define you. You are more than a score. I’m hoping you know by now that the children and parents you serve appreciate your talents and the ability to make a difference in their lives. Keep your head up and your eye on what is most important… your students and your teaching craft.

The Patchogue-Medford School District fully supports you as an educator, regardless of what this meaningless, invalid and inhumane score states. You have my permission to throw it out, or use it for any creative ways you may think of. I have a feeling divergent thinking will be at an all-time high at Pat-Med. Let me know if you need anything and it is my sincere hope you have an outstanding year.

With Warmest Regards,

Michael J. Hynes, Ed. D.
Superintendent of Schools

Cheers to Superintendent Hynes!

If only every teacher, administrator and school board member could be that brave and honest!

Here’s another letter given to year six students at Barrowford Primary School in Lancashire, England, along with their results from a recent standardized exam:

“Please find enclosed your end of KS2 test results. We are very proud of you as you demonstrated huge amounts of commitment and tried your very best during this tricky week.

However, we are concerned that these tests do not always assess all of what it is that make each of you special and unique. The people who create these tests and score them do not know each of you- the way your teachers do, the way I hope to, and certainly not the way your families do.

They do not know that many of you speak two languages. They do not know that you can play a musical instrument or that you can dance or paint a picture. They do not know that your friends count on you to be there for them or that your laughter can brighten the dreariest day.

They do not know that you write poetry or songs, play or participate in sports, wonder about the future, or that sometimes you take care of your little brother or sister after school.

They do not know that you have traveled to a really neat place or that you know how to tell a great story or that you really love spending time with special family members and friends.

They do not know that you can be trustworthy, kind or thoughtful, and that you try, every day, to be your very best… the scores you get will tell you something, but they will not tell you everything.

So enjoy your results and be very proud of these but remember there are many ways of being smart.”

Here’s another one to parents from a principal in Singapore:

“The exams of your child are to start soon. I know you are all really anxious for your child to do well.

But, please do remember, amongst the students who will be sitting for the exams there is an artist, who doesn’t need to understand Math… There is an entrepreneur, who doesn’t care about History or English literature…There is a musician, whose Chemistry marks won’t matter…There’s an athlete…whose physical fitness is more important than Physics… If your child does get top marks, that’s great! But if he or she doesn’t…please don’t take away their self-confidence and dignity from them. Tell them it’s OK, its just an exam! They are cut out for much bigger things in life. Tell them, no matter what they score…you love them and will not judge them.

Please do this, and when you do… watch your children conquer the world. One exam or low mark won’t take away…their dreams and talent. And please, do not think that doctors and engineers…are the only happy people in the world.”

If teachers and principals were allowed to speak freely, I bet there’d be a lot more of these kinds of letters.

School should not be centered on testing and test scores. It should be centered on students.

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Month: August 2019