Good News: Harrisburg is Not Cutting Education Funding! Bad News: Handouts for the Rich & Charter Schools

May 30, 2020 stevenmsinger Accountability, Budget, capitalism, Charter Schools, Civil Rights, Congress, Corbett, Corporate Education "Reform", Cyber Charter Schools, Democrat, Education, Harrisburg, Labor, Local Control, Pennsylvania, Philadelphia, Philadelphia Schools, Pittsburgh, Pittsburgh Public Schools, Politics, Poverty, Prejudice, private schools, privatization, Republican, School Choice, School Funding, school vouchers, Schools, segregation, Social Justice, Special Education, Student Mobility, Students, Taxation, Teachers, Technology #FairFundingPA, #PAbudget, Budget, charter schools, coronavirus, Cyber Charter Schools, education, education tax credit scholarships, EITC, Harrisburg, legislature, Local Control Funding Formula, PA Budget, Pennsylvania, Politics, public schools, school board, school funding, school privatization, school vouchers, schools, tax cuts

If you live in Pennsylvania, you can breathe a sigh of relief now that the legislature has passed a stopgap budget that does not cut education funding.

But you can let out that breath in a cry of disgust when you see where much of that money is going and how many underprivileged kids will be left wanting.

GOOD NEWS

With the economy in tatters due to the Coronavirus pandemic, the state legislature never-the-less passed a budget this week providing flat funding for most state programs for five months.

The major exception is public schooling. That has been fully funded for the entire year.

So for 12 months, there will be no state cuts to basic and special education or block grant programs for K-12 schools. Nor will there be state cuts to pre-kindergarten programs or colleges and universities receiving state funding such as community colleges.

That’s really good news in such uncertain times.

School directors can get their own financial houses in order for 2020-2021 without wondering whether the state is going to pull the rug out from under them.

In any other year, flat funding would be a disappointment though.

Public schools have basically three revenue streams – the federal government, the state and local neighborhood taxpayers.

The federal government pays about 10% of the cost across the board. The problem in Pennsylvania is that the state isn’t meeting its obligations thereby forcing local neighborhoods to shoulder most of the costs.

Pennsylvania state government pays a ridiculously low percentage of the bill – 38%. That’s the 46th lowest in the country. The national average is 51%.

In rich neighborhoods, the local tax base can pick up the slack. In middle class neighborhoods, they can try. But poor communities end up relying more on the state to help or else their kids (who already have greater needs growing up in poverty) have to do without.

Last year, Democratic Gov. Tom Wolf was able to increase funding for K-12 schools by $160 million, $50 million more for special education and $25 million for Pre-K programs.

Even this victory was a baby step to healing the billions of dollars looted from our schools during Republican Tom Corbett’s administration which has never been fully replaced or outpaced with increased inflationary costs.

Flat funding is great in a time of a global pandemic.

But in the broader view, it still shirks our duties to subsequent generations.

BAD NEWS

The 2020-21 state budget also includes $200 million in one-time funds to help districts pay for additional costs incurred during the Coronavirus crisis.

This includes the price of new technology to allow for distance learning, as well as deep cleanings in school buildings, new materials, remodeling, etc.

This money includes $150 million received from the federal government’s CARES Act and $50 million from state taxpayers.

That’s good news. Districts need extra money to help with unforeseen costs during this health crisis.

Unfortunately, this money is not being allocated by need.

Those with greater problems are not given more money to deal with them. Instead, the money is being divided nearly evenly.

If you think that’s fair, imagine dividing $10 so a rich person, a middle class person and a poor person could get lunch. They’d each get $3 and change. The poor person can eat off the dollar menu at a fast food restaurant. The middle class person can use it to pay for tip at a sit-down restaurant. And the rich person can light his cigar with it on the way to a fine dining establishment.

In the case of theCOVID-19 stimulus money, each school district will get a minimum of $120,000 while each intermediate unit, career and technical center, charter school, regional charter school and cyber charter school gets $90,000. If there is any money left over, those funds will be distributed to school districts based on 2018-19 average daily membership.

However, why should cyber charter schools receive this money at all? They don’t have any extra costs for transitioning to distance learning. That is their stock and trade already. Moreover, they don’t have buildings that need deep cleaning or remodeling. This money is a no strings gift to such enterprises while other educational institutions go wanting.

Moreover, brick and mortar charter schools almost always serve smaller student populations than authentic public schools. Why should they receive a flat $90,000? Wouldn’t it be better to given them a portion of this money based on the number of students they serve and the degree of poverty these kids live in?

In fact, wouldn’t it make more sense to do the same among authentic public school districts, too? Why should a rich district where almost everyone already has wi-fi and personal technology devices get the same as a poor one where these services are much less widespread? Why should the state give the wealthy as much help as those who can’t meet their basic obligations to children without it?

It’s not like the Commonwealth doesn’t already have a measure to allocate funding more fairly. The legislature passed a bipartisan Basic Education Funding formula that we could have used to ensured districts would have received funding proportionate to the needs of their students.

The fact that the legislature neglected to use it here shows too many in the Republican majority are not committed to equity. In fact, they revel in being able to bring unnecessary money to their wealthier districts.

THE COMING STORM

These measures from the state legislature are a start at addressing the financial impact of the  Coronavirus crisis.

But the worst is yet to come.

Across the nation with the inevitable loss of taxes after shutting down the economy to save lives during the global Coronavirus outbreak, local districts are bracing for a 15-25% loss in revenues next fiscal year.

In Pennsylvania, districts anticipate $850 million to $1 billion in revenue shortfalls.

That could result in massive teacher layoffs and cuts to student services just as the cost to provide schooling increases with additional difficulties of life during a worldwide pandemic.

The state legislature can’t fix the problem alone.

The $13.5 billion in CARES Act stimulus provided to states is a fraction of the $79 billion that the federal government provided during the Great Recession. U.S. Congress needs to step up federal aide to protect our children and ensure their educations aren’t forfeit for economic woes they played no part in causing.

At the same time, Harrisburg can do more to stop giving handouts to educational entities that don’t need or deserve it thereby freeing up that money to patching holes in funding streams to local districts.

At the top of the list is charter school funding reforms already proposed by Gov. Wolf.

It is way passed time to end gross overpayments to cyber charter schools and eliminate all charter schools ability to profit off of students with disabilities. Gov. Wolf estimates this would save districts more than $200 million while stopping wasteful spending by charters on advertising and other things that should not be bankrolled by taxpayers.

Another way to generate extra money is to stop letting businesses and the wealthy cut their own taxes to support private and parochial schools.

The Educational Improvement Tax Credit (EITC) program allows people and businesses to donate their expected tax bill to the state for the purpose of helping parents pay off enrollment at a private or religious school for their children. Then these same people or businesses 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 those who take advantage of it.

Meanwhile, this is less money for the rest of us to pay for much needed services. We lost $124 million in 2018-19, alone, to this program. Yet the legislature still voted to increase the program by $25 million last year.

We cannot afford to give away hundreds of millions of dollars annually to private and parochial schools while our authentic public schools which serve more than 90% of our children are underfunded.

And this doesn’t even address the blatant unconstitutionality of the program which, itself, is an obvious workaround to the separation of church and state!

It’s high time we closed this and many other loopholes that allow unscrupulous people and businesses to get away without paying their fair share.

Societies only work when everyone pulls their weight.

The commonwealth will only weather this storm if we stop the fiscal shenanigans and pull together for the benefit of all.

We are all being tested here.

Will Pennsylvania pass or fail?

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Pennsylvania Wants YOU to Give Standardized Tests to Your Kids at Home

May 23, 2020May 23, 2020 stevenmsinger Accountability, Betsy DeVos, capitalism, Child Predators, Child Safety, Civil Rights, computers, Corporate Education "Reform", Data, Democrat, edtech, Education, home school, Keystone Exams, Pennsylvania, Philadelphia, Philadelphia Schools, Pittsburgh, Pittsburgh Public Schools, Politics, Poverty, Prejudice, privatization, protest, Racism, Republican, school closings, School Funding, Schools, Social Justice, Standardized Testing, Students, Teachers, Technology CDT, Classroom Diagnostic Tools, Data Recognition Corporation, education, high stakes testing, Opt Out, parental rights, parents, Pennsylvania, Politics, Profit, public schools, schools, standardized testing, Students, teachers, teaching to the test, Test Prep, test-based accountability, transparency

A multi-million dollar corporation wants to make sure Pennsylvania’s children keep getting standardized tests.

Data Recognition Corporation (DRC) and the state Department of Education are providing the optional Classroom Diagnostic Tools (CDT) assessments for use in students’ homes.

Students are not required to take the CDT in the Commonwealth unless their district decides to give it. The test is encouraged by the state as a way of telling how students will do on the required tests.

With this new option, parents finally can give multiple choice standardized tests to their own children on-line.

Which is kind of hilarious because no one really asked for that.

In fact, many parents, teachers and students breathed a sigh of relief when the requirement that students take high stakes assessments was waived this year nationwide.

With the Coronavirus pandemic closing most school buildings and students transitioning to on-line classes created from scratch by their teachers, there hasn’t been much time for anything else.

But the folks at DRC, a division of CTB McGraw-Hill, have been busy, too.

The Minnesota-based corporation sent out an email written by Matthew Stem, Deputy Secretary of Elementary and Secondary Education at the Pennsylvania Department of Education (PDE) to district contacts from Pittsburgh to Philadelphia encouraging the use of this newly available online CDT.

“I am pleased to announce that PDE is providing the Classroom Diagnostic Tools (CDT) as an optional additional resource for your Continuity of Education Plan,” Stem began.

“We anticipate that this option will be available through the reopening of schools in 2020.”

So if school boards and administrators choose, districts could assign the CDT at the end of this school year, during the summer or at the start of next school year even if school buildings are not yet open due to lingering pandemic problems.

This is the kind of academic continuity we should be rethinking not finding new ways to force on children.

For some state officials and testing executives perhaps it’s comforting that no matter what happens in this crazy world, at least we’ll still be able to sort and rank kids into Below Basic, Basic, Proficient or Advanced.

The rest of us would prefer more authentic education and assessment.

EVERYDAY USAGE

It should be noted that the CDT is not, in itself, a high stakes test.

It’s an optional test districts can assign to students in reading, math and science to predict how well they’ll do on the actual high stakes tests.

Normally, districts are encouraged (but not required) to give the CDT to students multiple times a year to determine where they’ll struggle on DRC’s other fine products like the Pennsylvania System of School Assessment (PSSA) tests given to children in grades 3-8 and the Keystone Exams given to high schoolers.

Of course this data is often used to determine which classes students are placed in, so it can play a huge role in deciding which resources and opportunities kids have.

A child who scores well can get in the advanced courses and gain access to all the field trips, guest speakers, pizza parties and other perks. Kids who score badly are often placed in remedial courses where they forgo all the glitz for extra test prep and the abiding label that they’re inferior to their classmates in the higher academic tracks.

However, you don’t really need the CDT to make such placements. Just put all the kids from wealthier families in the higher courses and kids living in poverty in the lower courses and you’ll have pretty much the same distribution.

Because standardized testing doesn’t really measure academics. It appraises socio-economics. And race. Let’s not forget race!

The Coronavirus pandemic actually leveled the playing field for the first time in nearly a century. Everyone – rich and poor – had their education disrupted.

But at least now with the reintroduction of the CDT, we can continue to discriminate against the poor black kids while privileging the richer whiter ones.

In some ways, that’s just the everyday injustice of American school policy.

However, the method DRC and PDE are using to clear the way for this particular scheme is truly spectacular.

A DISASTER WAITING TO HAPPEN

They’re enlisting parents as test proctors.

Normally, as a classroom teacher when my administrator demands I give the CDT to my students, I have to block out a few days and give the tests, myself.

I have to pass out entry tickets with each student’s username and password so they can login to the DRC app on their iPads and take the test.

If there’s a problem signing in, I have to try and fix it.

If kids are kicked out of the testing program and can’t sign back in, I have to deal with it.

If there’s a problem with the Internet connection…. I think you get the idea.

And all of these problems are extremely common.

In the last five years of giving the CDT, I have never had a single day go by when I didn’t experience multiple technological snafus, disruptions or downright clusters.

And that’s not to say anything of the times students read a question, don’t understand what it’s asking, wave me over and I’m just as dumbfounded as they are.

In fact, the only positive I can imagine from such a situation is that parents will finally get to see how badly written and full of errors these tests truly are. Even the guidance materials are full of misspellings and confusing verbiage.

When presented with this nonsense, many kids simply zone out, clicking random answers so they can be done as soon as possible and then put their heads down for the remainder of the time.

This is the lions den the state wants to throw parents into.

PARENTS AS CORPORATE DEFENSE

Admittedly, parents won’t have a full class of 20-30 students to deal with, but complications are guaranteed.

However, the good folks at DRC are prepared for that.

They have a handy “Parent/Guardian Test Administration Guide.”

Here’s what it has to say on ASSESSMENT SECURITY:

“Parents/Guardians should remind their student that the CDT test content must remain secure at all times. None of the materials from the online test may be copied or recorded in any manner.”

That’s quite a step down from what the same company warns students on the PSSA:

“…Copying of material in any manner, including the taking of a photograph, is a violation of the federal Copyright Act. Penalties for violations of the Copyright Act may include the cost of replacing the compromised test item(s) or a fine of no less than $750 up to $30,000 for a single violation. 17 U.S.C. $ 101 et seq”

I guess that since the CDT questions are just the ones that prepare you for the REAL test questions, it doesn’t matter as much if their security is put at risk here. Or perhaps the risk of letting kids go without testing and having people realize how unnecessary these tests are is greater than any loss in test security or accuracy.

TECHNICAL ISSUES EXPECTED

The guide also cautions that the test only may be taken using a Google Chrome Internet browser. If students don’t have one installed, there is a link for parents to follow so they can install it for their kids.

For some parents, I’m sure this would be no problem. But many of my students’ parents have little access or knowledge of technology. They would pull out their hair at the very suggestion and come running to teachers and administrators for help.

Which is exactly what DRC suggests they do.

Here’s what the guide recommends for technical support:

“If technical issues arise during testing, parents/guardians are asked to contact the student’s teacher and/or the student’s school office for technical support. DRC customer service staff cannot directly support issues related to each home’s technology configurations.” [Emphasis mine.]

And this is true even if the test, itself, directs parents to contact the corporation:

“If a student receives an error message during the test administration that includes instructions to contact DRC for technical support, the parent or guardian who is assisting with the test administration should contact the student’s teacher or school office for additional instructions. Parents or students should not attempt to contact DRC’s customer service directly for technical assistance.

Teachers and/or a school’s technology staff will have the information needed to provide parents/guardians with the level of support to resolve most technology issues. If additional support is required, a school or district representative will reach out to DRC to determine a resolution.”

This is certain to put quite a strain on districts since these technological problems will occur not as they normally do within school buildings but potentially miles away in students’ homes.

Moreover, one of the most common glitches with the CDT often occurs with the entry tickets. These are typically printed by administrators and distributed to teachers who give them to students on test day. Students use the logins and passwords to gain access to the tests.

Stem’s plan would have these tickets distributed digitally over Google Classroom or whatever file sharing service is being utilized.

So this requires yet another level of distance and technological competency from parents and students just to access the tests. And once that access is gained, these logins need to be readily available in the highly likely event that students get booted from the program and have to reenter this data.

I’m sure there will be noooooooo problems at all with this. It will run very smoothly.

PARENTS AS PRISON GUARDS

But let’s say parents are able to help their children login to the test and no technical problems arise.

Can parents let their kids simply take the test alone up in their rooms?

No.

As a test proctor, you are expected to watch your children every second they’re testing to ensure they aren’t copying any information or cheating.

You can let your child have scratch paper, highlighters and calculators. But no preprinted graphic organizers, cell phones, dictionaries, thesauri, grammar or spell checkers, other computers or devices.

One concession DRC makes is that parents are encouraged to give the shorter Diagnostic Category CDT and not the full version. I’m sure distinguishing between the two on your child’s screen will be no problem at all.

This would reduce the test to 35-45 minutes – about half of the full CDT. However, times may vary – my own students have taken more than 180 minutes sometimes to finish the full version.

Still, none of this comes close to my favorite part of this catastrophe in waiting.

If parents still are uncertain about how to do all this, there is a link to a series of training videos on the PDE Website.

These are pretty much the same videos teachers are required to watch every year before giving the CDTs.

As you can imagine, they are perhaps our favorite moments of the year. We sometimes watch them over and over again. Not because they’re so riveting but because we’re required to before we give these infernal tests!

Oh, parents, you are in for a treat if your district decides to take advantage of this wonderful opportunity!

AN IMPOSITION ON PARENT’S TIME

Speaking of which, I wonder when Stem thinks parents will have the time to do all this.

Parents are working hard just to make ends meet. They’re trying to earn enough money to support the household, cook dinner, clean house, do laundry, and a host of other things.

Teaching is a full-time job and most parents don’t have the privilege to set aside that kind of time nor are they disposed to do this stuff in the first place.

When I teach my students over ZOOM, I rarely see parents guiding their kids through the lessons.

If a kid falls asleep, it’s up to me to somehow prod him awake over the Internet. If a child isn’t paying attention or playing on her phone, it’s up to me to direct her back on task.

In class, that’s fine. It’s my job and I’m right there in front of the child.

On-line, I cannot do it nearly as effectively. But I do my best because I can’t realistically expect all parents to step in here.

Yet DRC is expecting parents to do just that by becoming test proctors.

CONCLUSIONS

This is a terrible idea.

It will lead to fabulous disasters where teachers, administrators and parents fumble to make things work as DRC pockets our tax dollars.

Over the past decade, Pennsylvania and local school districts paid more than $1.3 billion for standardized testing. In particular, the state paid DRC more than $741 million for the PSSAs, Keystone Exams and CDT tests. Two of three DRC contracts were given sole source no-bid extensions.

Imagine what cash-strapped districts could do with that money.

Yet Stem, a former assistant superintendent in Berks County and former administrator in Lancaster, thinks we should give this money to corporations and then break our own backs meeting their needs.

Even if we could give the CDTs seamlessly online at home, it would hurt our most underprivileged children by taking away opportunities and unjustly labeling them failures.

No, if you ask me,it is not time to try to save standardized testing with a tone deaf plan to enlist parents as test proctors while kids are chained to the Internet.

It’s well past time to rethink the value of these tests in the first place.

We don’t need them.

Teachers can assess learning without the help of corporate America.

Our kids and their families deserve better than this.

Contact your local school directors and demand they NOT give the CDT – not now, not during the Coronavirus pandemic, not when the crisis is over, not ever again.

And if they won’t listen, opt your children out of standardized testing including diagnostics like the CDT. Then run for school board, yourself, with other likeminded parents and community members.

Write letters to the editor of your local paper, make some noise.

The people still hold the power. And we’re all being tested in more ways than one.

THE FULL EMAIL:

The following communication was initially broadcast by the Pennsylvania Department of Education on May 18, 2020. DRC is forwarding the same message to the district and school contacts on file in our databases.

May 18, 2020

To: Superintendents, Principals, Charter School CEOs, and IU Directors
From: Matt Stem, Deputy Secretary
Subject: Availability of the Classroom Diagnostic Tools (CDT) for use by students at home

I am pleased to announce that PDE is providing the Classroom Diagnostic Tools (CDT) as an optional additional resource for your Continuity of Education Plan. The CDT is a set of online tools designed to provide diagnostic information to guide instruction and provide support to students and teachers. It is aligned with the content assessed on the PSSA and Keystone exams. We anticipate that this option will be available through the reopening of schools in 2020.

This at-home testing option will allow students to access the CDT from a “public” browser without having it installed on their computers or being configured to their District’s Central Office Services network. The test-setup tasks that teachers/school assessment coordinators routinely complete for classroom administrations of the CDT are the same for the at-home administrations. Test tickets (login credentials) will be distributed directly to the students by school staff. Teachers will have access to all CDT data/reports from the at-home administrations as usual. An overview of the at-home testing option and a guidance document for parents/guardians can be accessed from the following links (or directly from DRC’s INSIGHT Portal under General Information >> Documents >> 2019-2020 Classroom Diagnostic Tools >> Memos/Documents).

At-Home Testing Overview: https://pa.drcedirect.com/Documents/Unsecure/Doc.aspx?id=32997b8e-13cf-42f0-9c2c-af1689d89323
Parent/Guardian Guidance: https://pa.drcedirect.com/Documents/Unsecure/Doc.aspx?id=cc242168-e06e-44d1-9fd4-ef859a519dab

All CDTs (Full and Diagnostic Category) are available for use. However, it is highly recommended to only have students take the Diagnostic Category CDTs at this time. Students and their parents/guardians may benefit from a much shorter testing experience using the Diagnostic Category CDTs that are aligned to current instructional content. The shorter, more focused testing will still provide teachers and administrators with the same level of reporting and resources to adjust instruction and planning during distance learning.

Thank you for all your efforts to support students during this challenging time. If you have any questions, comments, or concerns, please contact the curriculum coordinator or CDT point of contact at your local Intermediate Unit. If you are interested in using CDT for the first time, contact PDE here.

Sincerely,

Matthew Stem
Deputy Secretary, Office of Elementary and Secondary Education
Pennsylvania Department of Education

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Why High Stakes Testing Was Cancelled This Year (and Probably Will Be Next Year, Too)

May 16, 2020 stevenmsinger Accountability, Betsy DeVos, capitalism, Charter Schools, Child Predators, Civil Rights, college, Competency Based Education, computers, Corporate Education "Reform", Cyber Charter Schools, Data, Democrat, Democrats for Education Reform, Donald Trump, edtech, Education, Eugenics, Every Student Succeeds Act, John King, Learning, Local Control, Parents, Pennsylvania, Politics, Poverty, Prejudice, privatization, Racism, Republican, School Choice, school closings, School Funding, school vouchers, Schools, small class size, Special Education, Standardized Testing, standards, Student Mobility, student privacy, Students, Teachers, Technology Competency Based Education, coronavirus, COVID-19, Depersonalized Learning, distance learning, ed-tech, edtech, education, high stakes testing, personalized learning, Politics, schools, standardized testing, virtual learning

There are at least two silver linings to the current Coronavirus catastrophe for education.

One – with nearly all public schools closed, March was the first month since 2002 without a school shooting.

Two – districts nationwide cancelled high stakes standardized tests in April and May.

Taken together, these are two victories that no one could have predicted before November.

Gun safety restrictions remain laughably lax in the US compared to the rest of the world. And our system’s reliance on high stakes testing to hold schools and teachers accountable for economic inequalities and racially biased standards has been thoroughly criticized for nearly a century.

In short, the virus succeeded where policy did not.

The pandemic’s other effects have been more damaging as students, parents and teachers have struggled to move education online at home.

Teachers are seeing high absences especially among poor, underprivileged and special needs children. Not to mention worries about the quality and depth of education provided virtually and the stress it places on families.

To make matters worse, the situation seems likely to continue in some form when next school year begins in the fall.

With the COVID-19 virus likely to endure spreading unchecked due to a lack of adequate health screenings, the time it takes to make a vaccine, and an unwillingness by the government to save everyday people from the economic consequences of a nearly stopped economy, not to mention an increasing unwillingness among people to continue thorough social distancing procedures, schools may be left to solve the crisis themselves.

There’s been talk that when schools start up in August and September they may simply continue with cyber curriculum. Or they may open the physical buildings with safety protocols including half day classes of smaller size to keep students a safe distance apart.

In any case, the question of standardized testing arises again with a vengeance.

While there is some wiggle room, federal law (The Every Student Succeeds Act) requires all public school students be given standardized tests in grades 3-8 and once in high school.

The U.S. Department of Education waived that mandate this year because of the virus.

That was great news – a sound decision from a government agency known more for market solutions than rationality.

The question remains: why did the department do it?

Whether staffed by Democrats or Republicans, this doesn’t sound like them.

Why was this exception made and will it be extended again given that the circumstances may be little different in 2020-21 than they were in 2019-20?

The answer seems to be rooted in the tests, themselves, and the economic circumstances which create and sustains them.

WHY TESTS WERE CANCELLED

In late March, Education Secretary Betsy DeVos said that her department would streamline the paperwork for states to request a waiver allowing them not to give high stakes testing this year and that the government wouldn’t use this year’s testing data in future school accountability ratings.

DeVos said in a statement:

“Students need to be focused on staying healthy and continuing to learn. Teachers need to be able to focus on remote learning and other adaptations. Neither students nor teachers need to be focused on high-stakes tests during this difficult time.”

How did we get here?

Well, imagine a world where this didn’t happen.

Before DeVos made her statement, some states like Colorado and Texas had already eliminated testing requirements without waiting for a response from DeVos.

If the federal government hadn’t answered these requests in the affirmative, it would have had to engage in an open power struggle with the states over control of public schooling.

This would be especially damaging for a Republican administration because of the party’s stance on state’s rights.

However, even if we put aside this power dynamic, the decision was inevitable.

CORPORATIONS FIRST

All of these assessments are the property of private corporations. These include Harcourt Educational Measurement, CTB McGraw-Hill, Riverside Publishing (a Houghton Mifflin company), and NCS Pearson.

States purchase the right to use these tests but assessment material is the ideological property of the parent corporation. And so they want it guarded from theft.

That’s why nearly all high stakes testing requires proctors – people whose job it is to set up, monitor and secure the testing environment. They make sure test takers don’t cheat, but they also are responsible for ensuring no information about specific test questions leaves the assessment environment.

This is true for standardized assessments at the K-12 level as well as college and certification tests.

I know because I’ve spent every year of my teaching career employed as a proctor throughout most of April as my students take the Pennsylvania System of School Assessments (PSSA) tests. But also when I got my degree I had to go to a designated testing center where I could be monitored as I took a series of assessments necessary to get my certification.

I had to sign in, empty my pockets including giving over my cell phone, and submit to being observed by the proctors and video surveillance. I even had to sign out and back in when I needed to use the restroom.

With physical classrooms closed, there was simply no way effectively to do this.

The College Board tried anyway with an abbreviated Advanced Placement test taken online from home this month to disastrous results – glitches, server issues and a failure by the organization to take responsibility.

However, the problem isn’t essentially technological. These assessments could be given online. Many districts do exactly that, but with teachers in the room acting as proctors.

The technological infrastructure may not yet be in place for widespread virtual testing, but that’s not an insurmountable hurdle.

Test security is a much stickier issue – without real, live people policing the environment, testing information would be at risk.

Rival companies could get access to trade secrets. The value of scores could come under scrutiny due to concerns of student cheating. And the tests, themselves, would for the first time be visible to parents and the general public.

TESTING SECRECY

As a classroom teacher, I get to see these infernal tests. I get to see the questions.

They are not good. They are not well-written, well considered, developmentally appropriate or even good at evaluating student understanding of the knowledge they claim to be assessing.

But up to this point, anyone who gets to see the tests is sworn to secrecy including the students.

The kids taking these exams – regardless of age – are no longer treated as children. They are clients entering into a contract.

At the start of these tests, they are warned of the legal consequences of violating the terms of this agreement.

THE PSSAS

In particular,the PSSAs require students to read the following warning on the first day of the assessment:

DO NOT PHOTOGRAPH, COPY OR REPRODUCE MATERIALS FROM THIS ASSESSMENT IN ANY MANNER. All material contained in this assessment is secure and copyrighted material owned by the Pennsylvania Department of Education. Copying of material in any manner, including the taking of a photograph, is a violation of the federal Copyright Act. Penalties for violations of the Copyright Act may include the cost of replacing the compromised test item(s) or a fine of no less than $750 up to $30,000 for a single violation. 17 U.S.C. $ 101 et seq

So the first act of testing is a threat of legal consequences and possible fines.

In the commonwealth, we also force kids to abide by a specific code of conduct for test takers. They must enter a quasi-legal relationship before they are even permitted to begin.

Much of this code is common sense. Get a good night’s sleep. Fill in bubbles completely using a number two pencil.

But some of it is deeply disturbing.

For example, students are told to “report any suspected cheating to your teacher or principal.”

They have to agree to be an informer or snitch to a government agency. My students aren’t old enough to vote or even drive a car, but they are directed to collaborate with the government against their classmates.

In addition, they are told NOT to:

-talk with others about questions on the test during or after the test.

-take notes about the test to share with others.

Students are compelled into a legalistic vow that they won’t break this code. On the test, itself, we make them fill in a bubble next to the following statement:

By marking this bubble I verify that I understand the “Code of Conduct for Test Takers” that my Test Administrator went over with me.

As a test administrator, I am not allowed to move on until all students have filled in that bubble.

Technically, we are not making them promise TO ABIDE by the code of test takers. Perhaps we lack that legal authority. We are, however, making them swear they understand it. Thus we remove ignorance as an excuse for noncompliance.

As a proctor, I have to sign a similar statement that I understand the “Ethical Standards of Test Administration.” Again, much of this is common sense, but it includes such statements as:

DO NOT:

-Discuss, disseminate or otherwise reveal contents of the test to anyone.

-Assist in, direct, aid, counsel, encourage, or fail to report any of the actions prohibited in this section.

So even teachers technically are not allowed to discuss the test and should report students or colleagues seen doing so.

And according to the “Pennsylvania System of School Assessment Directions for Administration Manuel”:

Those individuals who divulge test questions, falsify student scores, or compromise the integrity of the state assessment system in any manner will be subject to professional disciplinary action under the Professional Educator Discipline Act, 24 P.S. $ 2070. 1a et seq, including a private reprimand, a public reprimand, a suspension of their teaching certificate(s), a revocation of their teaching certificate(s), and/or a suspension or prohibition from being employed by a charter school. [emphasis added]

CORPORATE VULNERABILITY

If students were allowed to take these tests unsupervised at home, all of this legal protection would disappear.

The corporations would be much more exposed and defenseless.

THAT’S why the tests were cancelled this year.

It wasn’t because anyone rethought the value of high stakes tests – though they should have. It wasn’t because anyone had considered standardized testing’s history in the eugenics movement – which they should have. It wasn’t because anyone was worried that giving these tests would take away precious academic time – though they should have.

It was to protect the business interests that would be at risk otherwise.

THE DYSTOPIAN TESTING FUTURE

The need for proctors is a problem that the testing companies know about and are working to eliminate.

In fact, they’ve been trying to line things up in their favor for years.

Their answer is something called Competency Based Education (CBE) or Proficiency Based Education (PBE). But don’t let these names fool you. It has nothing to do with making children competent or proficient in anything except taking computer-based tests.

Paradoxically, it’s sold as a reduction in testing, but really it’s about changing the paradigm.

It’s a scheme that ed tech corporations privately call stealth assessments. Students take high stakes tests without even knowing they are doing it. They’re asked the same kinds of multiple-choice nonsense you’d find on state mandated standardized assessments but programmers make it look like a game.

This safeguards the tests because kids aren’t aware of being tested. Constant micro-assessments blend in with test prep curriculum until there is little to no difference between the two. Academics gets dumbed down to the level of multiple choice and critical thinking is redefined as asking “What does the questioner want me to think?”

Yet the results could still be used to label schools “failing” regardless of how under-resourced they are or how students are suffering the effects of poverty. Mountains of data will still be collected on your children and sold to commercial interests to better market their products.

But that’s just how it is used in schools today.

The potential is to make this a replacement for physical schools.

It’s a disaster capitalism reform tailor made for the Coronavirus age, but not yet ready for large scale implementation.

Imagine a world where there are no schools – just free range children plopped in front of a computer or an iPad and told to go learn something.

No schools, no teachers, just gangs of students walking the streets, stopping along the way to thumb messages to each other on social media, play a video game or take an on-line test.

That’s the world many ed tech entrepreneurs are trying to build.

One thing they need is a pet policy of DeVos and the Trump administration – Education Savings Accounts (ESAs).

Normally, the federal, state and local government collect taxes to fund an individual child’s education, which is then spent at a public or charter school.

However, ESAs would allow that money to go elsewhere. It could go to funding the tuition at a private or parochial school like a traditional school voucher.

Or it could be used for discrete education services provided by the ed tech industry.

It’s almost like homeschooling – without a parent or guardian in charge.

The idea is often called a learning ecosystem.

But it’s just a single person cyber school with little to no guiding principles, management or oversight.

Education is reduced to a series of badges students can earn by completing certain tasks.

Reading a book or an article gives you a badge. Answering a series of multiple-choice questions on a reading earns you more badges. And if you’ve completed a certain task satisfactorily, you can even earn a badge by teaching that same material to others.

It’s the low wage gig economy applied to education. Children would bounce from a few hours of Khan Academy videos here to a software package there and Voila! “Modern” education!

And as an added benefit, the badge structure creates a market where investors can bet and profit off of who gains badges and to what degree on the model of crypto-currencies like Bitcoin!

Make no mistake, it’s not about improving the quality of education. It’s about providing the cheapest possible alternative and selling it to the rubes as innovation.

It’s school without the school or teachers.

CONCLUSIONS

This is where the testing industry is going.

This is where we would be today if the legal framework were in place and the technology were widespread, adequate and capable of safeguarding corporate intellectual property without the need for test proctors.

In the short term, this is good news.

As long as the pandemic keeps school buildings closed or keeps them running at less than capacity, the chances of mandating high stakes testing during the crisis goes down.

On the flip side that’s detrimental to student learning in the here and now, but it does offer hope for the future. It at least opens the door to cancelling high stakes testing in 2020-21 like we did this year. And the longer we keep those tests at bay, the greater likelihood they will go away for good.

However, the people at the testing corporations are far from stupid. They know that each year we forgo the tests proves how unnecessary they are.

A coalition of six neoliberal organizations warned against cancelling the tests nationwide in March.

“As the coronavirus pandemic evolves on a daily basis, it would be premature to issue blanket national waivers from core components of the law. Thus, case-by-case consideration of each state’s needs is, at this time, most appropriate,” said a letter signed by testing industry lobbyists including John King, the former secretary of education and head of the Education Trust.

They have the future mapped out – a future with immense earnings for their companies and shareholders.

We must be fully aware of what is happening and why if we are to have any chance of opposing the next disaster and coming out of the current crisis with better school policy than we went in.

If we are to safeguard an authentic education for our children, we must learn these lessons, ourselves, now.

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The Internet is NOT the Best Place for Kids to Learn After the Coronavirus Pandemic

May 9, 2020 stevenmsinger absenteeism, Accountability, Andrew Cuomo, Betsy DeVos, Bill Gates, Budget, capitalism, Charter Schools, Child Predators, Child Safety, Civil Rights, Compassion, computers, Corporate Education "Reform", discipline, edtech, Education, Facebook, home school, Homework, Labor, Learning, Parents, Politics, privatization, school closings, School Funding, school segregation, Schools, small class size, Social Justice, Standardized Testing, STEM, Student Mobility, student privacy, Students, teacher autonomy, Teachers, Technology, video games coronavirus, edtech, education, Internet, Learning, online, parents, policy, Politics, public schools, schools, Students, teachers, teaching, technology

If the Coronavirus quarantine has taught educators one thing, it’s this.

Online learning is not better than in-person schooling.

After all these years of corporations throwing apps at us and well-meaning administrators providing us with devices and philanthrocapitalists pumping billions of dollars into ed tech first academic schemes, we can all see now that the emperor has no clothes.

When schools nationwide are closed to stop the spread of a global pandemic and learning is restricted to whatever teachers can cobble together on sites like Google Classroom and ZOOM, we can all see the Imperial scepter blowing in the wind.

The problem is that this is only clear to parents, students and teachers.

The people who get to make ed policy decisions are as blind as ever – as witnessed by New York Gov. Andrew Cuomo’s tone deaf insistence that his state reimagine schools with the help of billionaire school saboteur Bill Gates.

But the rest of us – you know, those grounded in reality – can see the problems with remote learning staring us in the face.

Most importantly, the Internet is not a conducive environment for learning.

I don’t mean that learning can’t take place there.

You could learn in a fox hole while being shelled by enemy forces. But if your content extends to something more complex than “Duck” or other survival tactics, this may not be the best place to learn it. After all, environment plays a key role in knowledge acquisition.

Moreover, different people learn things better in different circumstances. And, contrary to our current education policies that view children as stakeholders or consumers, they are in fact people.

There are some children who learn better online than in a brick and mortar classroom. But these kids are few and far between.

In general, the younger the child (both physically and psychologically), the more important it is that he or she be given the opportunity to learn in an actual classroom.

Why?

It really comes down to who controls the environment.

In a classroom, the teacher decides most everything about the physical space and what possibilities there will be. She places the books, hangs the posters, sets the lighting, displays student work, etc.

In a virtual environment, the space is defined to a small degree by the teacher, but it is mostly determined by the ed tech provider and the open world of the Internet.

In short, teachers have much more control over physical classrooms and can remove distractions.

Online, educators have very little control over this.

LINE OF SIGHT

For instance, in my physical classroom, if I wanted to see what a student was doing, all I had to do is walk up to him and look.

I controlled what I see, and hiding things from me was difficult.

Online, if I want to see what a student is doing (let’s say on a video communications platform like ZOOM), I have little control over what I see. The student is in control of the camera. If it is pointing at the student or placed so as to hide certain behavior or even if the camera is currently on or not is not in my control. Students are empowered to hide anything they want, and there’s not much I can do about it.

When teaching online, I’ve had students texting on cell phones, playing video games on computers, having side conversations with friends in their bedrooms, playing with pets – and trying to hide this with the way they display themselves on camera.

I’ve had kids mysteriously turn off the camera or point it away from their faces until I ask them to switch it back on or swivel it back to themselves.

DO YOU HEAR WHAT I HEAR?

When I first started teaching online a few weeks ago, one of the most powerful tools at my disposal seemed to be the mute button.

If several kids weren’t hearing me because of side chatter, I could simply mute everyone and fill the blessed silence with instruction.

However, I soon discovered that this is deceptive.

Just because you don’t hear the students, doesn’t mean they aren’t talking. Some kids use the online chat stream to continue side chatter. Others forgo that entirely for text and Facebook messaging.

What’s worse, it’s often hard for the teacher to even know whether anything she said is actually being heard.

TOO MUCH CHOICE

One of the great strengths of online learning is that it gives students an incredible amount of choice. But that is also its greatest weakness.

I can give assignments through a file sharing site like Google Classroom and let students complete it at their own pace.

The problem is that kids (especially young kids) need their pace monitored.

You can’t give them too much time to get something done because many will procrastinate through the deadline.

In my physical classroom, I would often give an assignment and then provide at least some time for them to start it. The idea was that even if they don’t finish it with me, they are more likely to complete something they already began.

However, online it is completely up to them when to do an assignment. They are responsible for their own time management – and that’s a skill we, as educators, struggle to teach them.

As a result, most students don’t get these assignments done on time – if at all.

Even when they do the work, I’m bombarded by a slew of submissions around midnight or the early hours of the AM.

HOW TO ASK A QUESTION YOU DON’T KNOW YOU HAVE

Then there’s the question of… well… questions.

In my brick and mortar classroom, if a child was unsure of something, all she had to do was raise her hand and ask. Online, there are multiple ways to communicate with me – kids can send me an email, message me or verbally ask me something during a video chat.

The problem is that sometimes they don’t know they’re confused.

In my physical classroom, since all students are working on an assignment together in that same time and space, I can go from desk to desk and see how they’re progressing.

If they’re getting something wrong, I can correct it in real time. I can give suggestions and encouragement even before the work is done.

Online, I’m mostly limited to commenting on the final project. If a student didn’t understand the directions – and didn’t even understand that he didn’t understand the directions – I don’t know until the work is done.

This presents a problem. Do I explain the error and ask him to to do the work all over again? Or do I explain the error but accept the work for what it is?

I’ll admit, I usually do the later.

STUDENTS M.I.A.

Which brings me to mysterious absences.

I don’t mean kids who don’t show up to video conferences – though there are many of those.

I mean kids who for all intents and purposes appear to be there in ZOOM and then suddenly disappear never to return that day.

They could have a device or Internet issue. And if this happens every once in a while, it’s understandable. But what about kids who do this all the time?

If your iPad isn’t charged one day, I guess things happen. But if it isn’t charged everyday, that’s a problem. Your problem – one you need to solve.

I know every district is different in this regard, but my school provides every student with devices and even WiFi if necessary. Even in the physical classroom, using devices always came with a chorus of whines about them not being charged.

Once again, we’re putting this responsibility on students and families. In the days before distance learning, we could question whether that was fair. In the Coronavirus dystopia, we have little choice but to do it.

However, this brave new world even makes an issue out of bathroom breaks.

In the brick and mortar classroom, kids would ask to go to the restroom and then be sent one at a time. Online some kids just turn off their camera or leave it idling on an empty seat or the ceiling. It is next to impossible to tell whether these breaks are genuine or even to estimate their duration.

Some students are gone for the majority of the meeting. In a world where video conferences are few and far between, is it so much to ask that you use the restroom BEFORE going to ZOOM?

INVADERS

But let’s not forget unwanted guests.

These platforms require students to know a dedicated Web address and sometimes a password to get in.

Yet these are children. They sometimes share these security measures with people who were not invited.

Even in my physical classroom, sometimes students not on my roster would try to get in to talk with a friend or even just sit in on my amazing lessons. I could stop them at the door and send them on their way.

Online, some sites like ZOOM give me similar power, and others like Kahoot (a game based learning platform) do not. Even when every person entering has to be approved by me, all I see is the name they’ve given their device. If an enterprising stranger wanted to rename their device to that of one of my students, I probably wouldn’t catch it until they were in.

There have been several times when someone with one of my students’ names got into a ZOOM meeting, but either refused or couldn’t turn on their camera. I had no choice but to boot them out.

On some sites like Kahoot, there is no video. I had no idea who was signing in – I just saw the name they input.

So sometimes I had two students with the same name. Or I had let’s say 8 kids in the class but 9 kids were signing on to Kahoot.

It’s maddening!

ASSESSMENTS AND CHEATING

Now let’s talk tests.

I don’t like tests. I think they can too easily become cruel games of “guess what the testmaker was thinking.”

But they are a necessary evil to judge what information students have learned. Moreover, a creative teacher can design them to reduce the regurgitation of facts and increase critical analysis backed by facts.

In a physical classroom, teachers can monitor students during test taking. Online, they can’t. So there’s always a question of cheating.

Every scrap of information in human history is available somewhere online. If students try hard enough, they can find the answer to any question with a deft Google search.

However, to be honest I don’t think I’ve had too much trouble with this as yet. My students either don’t care enough to cheat, cannot figure out how to do so effectively or have too much self respect.

Or maybe I just haven’t caught them.

In the physical classroom, I had several students try to pass off others work – essays or poems – as their own. But I haven’t assigned anything so ambitious through distance learning yet.

CONCLUSIONS

Perhaps that’s why it drives me nuts when policymakers and media types make statements about what an overwhelming success this has all been.

Teachers and districts have tried their best. Students and families are giving their all. But this experiment does not demonstrate why we should all embrace distance learning once the Coronavirus pandemic is under control.

It shows why we MUST return to the brick and mortar classroom as soon as it is safe to do so.

Reimagining school will not require more ed tech.

It may require much less.

Kids need to be in the presence of physical human beings in a real environment with their peers to maximize their learning.

We need smaller classes, equitable funding, desegregation, social justice, wide curriculum, and an end to high stakes testing, school privatization, science denial and anti-intellectualism.

But more than anything, we need policymakers who are willing to listen to and include the people on the ground when making decisions that affect us all.

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Mike Turzai is Willing to Sacrifice Pennsylvania’s Students and Families to the Economy

May 5, 2020May 5, 2020 stevenmsinger Accountability, Betsy DeVos, Budget, capitalism, Charter Schools, Child Predators, Civil Rights, Compassion, Corporate Education "Reform", Credibility, Cyber Charter Schools, Democrat, Donald Trump, edtech, Education, Election, Facebook, Harrisburg, Healthcare, Junk science, Labor, Learning, Local Control, Media, Parents, Pennsylvania, Philadelphia Schools, Pittsburgh Public Schools, Politics, Prejudice, privatization, Propaganda, protest, Republican, School Choice, school closings, School Funding, school vouchers, Schools, Students, Taxation, Teachers, Technology, Tom Wolf, Unions coronavirus, COVID-19, Donald Trump, education, media, Mike Turzai, Pennsylvania, Politics, public schools, Republicans, schools, science, social Darwinism, Students, teachers, Turzai

Mike Turzai says he’s furious with Pedro Rivera.

Why is the highest ranking Republican in Pennsylvania’s House of Representatives so angry with the state Secretary of Education?

Rivera said the Commonwealth’s public schools, which have been closed since mid March due to the Coronavirus pandemic, would not reopen until it was safe to do so.

If that means schools don’t reopen on time in the Fall, so be it.

Specifically, on Wednesday, Rivera said:

“At the end of the day, we’re going to make sure that the health and welfare of our students is first and foremost, front and center. And we’re not going to allow and ask students to return to school in an unsafe environment. We’re preparing for the best, but we’re planning for the worst.”

Turzai was so infuriated by this statement that he wrote a letter to Rivera – which the Pittsburgh area representative immediately shared with the media – he went on right wing talk radio to complain, and he posted a video on his Facebook page.

You know a Boomer is really mad when he goes on the social media.

Though his comments include his usual greatest hits against public schools and those greedy teachers, Turzai’s main point was simply science denial.

On Facebook, after a long list of activities that he said kids enjoy doing like sports and lab experiments, he said this:

“All of those can be done safely, and [kids] are not at risk unless they have an underlying medical issue. The fact of the matter is kids can develop herd immunity, and if you [Rivera] have not yet developed a plan where we can safely educate kids in schools, then you are going to have to rethink education forward…”

So there you have it, folks.

Turzai wants Pennsylvania to reopen schools on time whether scientists and health experts think it’s safe or not because – Turzai knows best.

Pennsylvania’s village idiot thinks he knows best about schools.

And as usual he’s as wrong as you can get.

The COVID-19 virus is relatively new. That’s what the 19 in its name means. It was only discovered in 2019.

It’s already killed more Americans than the Vietnam War (69,579 vs. 58,220). There’s no vaccine. And we really don’t know with much certainty how it will affect people in the long term.

And as to herd immunity, Sweden tried that – eschewing social distancing and letting people just get the virus – and the result is a death rate twice that of the US.

While it is true that children seem to be mostly asymptomatic, thousands have contracted the disease and several have died.

However, the Center for Disease Control (CDC) points out the bigger issue in the organization’s April report on its Website:

“Pediatric COVID-19 patients might not have fever or cough. Social distancing and everyday preventive behaviors remain important for all age groups because patients with less serious illness and those without symptoms likely play an important role in disease transmission.”

So if we reopen schools before it is safe to do so, we run the risk of (1) kids dying, (2) kids becoming carriers and bringing the disease to any adults they come into contact with who are much more susceptible and (3) teachers and school staff getting sick and dying.

Turzai has no problem with any of that.

He thinks the risk is worth it.

Why?

Well, that’s the party line he’s been handed by the Trump administration, and he does whatever he is told by his bosses.

Oh? The taxpayers thought THEY were his bosses?

No. You are just the chumps who kept re-electing him.

He doesn’t work for you.

He works for the Republican Party machine which is trying to turn people against Democratic governors like our own Tom Wolf.

And, man, does he want to be the next GOP challenger to Wolf. That’s really what this whole business is about – casting Turzai as even more radical than Scott Wagner, the last far right dope who tried for the governors mansion and was soundly defeated by voters.

He’s trying to show he’s just as stupid as Donald Trump. The President says we should all drink bleach to get rid of COVID-19? Well Turzai says we should let our kids get sick and die or make us sick.

Republicans truly have become the party of stupid.

The media helps covidiots like Turzai by uncritically reprinting his outrageous lies.

Turzai is like a man who calmly says it’s not raining outside while a thunderstorm beats down on the neighborhood. Instead of pointing out the truth, the media simply reports what Turzai said and at most gives equal weight to a meteorologist. But there is no OPINION about facts! And whether scientific consensus holds with his crackpot conspiracy theories about how the Coronavirus spreads or not IS a fact.

Is social distancing fun?

No.

If I could push a button and magically make the Coronavirus go away, I would.

But you have to live in the real world.

We have to get rid of the virus.

We need real tests to be able to tell if people have the virus. The Trump administration has completely botched that. This is why countries like South Korea are seeing hardly any new cases at all while our numbers are still extremely high.

Not to mention the fact that we have a bunch of morons who value their freedom to put themselves at risk without any thought to their responsibilities to the rest of society who they will also be endangering.

Until we can truly tell who has the virus, who had the virus, who is immune, and how to cure it, the prospect of reopening schools or the economy will be grim.

We should not put people at risk unnecessarily.
And we certainly shouldn’t put children at risk.

Don’t let fools like Turzai use a global pandemic to hawk their political agendas.

He goes on in his video to say that if the state’s public schools don’t open on time, we should consider things like universal cyber schooling, and (non sequitur alert!) charter and voucher schools.

It’s his everyday wish list wrapped in a Coronavirus-bow.

That’s how dumb this dummy thinks Pennsylvanians are.

I sure hope he’s wrong about that, too.

MYTHBUSTERS: A quick rebuttal to the other lies spewed in Turzai’s Facebook video

-Does Pennsylvania spend more than most other states on education?

We’re in the top 10 for over all spending, but we don’t distribute it equally. Kids in rich districts get tons of money. kids in poor districts get scraps. That’s why there’s a lawsuit demanding the state ensure all kids get an equitable education.

-Are pension payments high?

Yes, because while teachers and schools paid into the program, the state legislature deferred to pay its share for years and years. Now it’s due. We agreed to give state workers benefits when we hired them. We can’t go back on that now.

-Do administrators know if teachers are teaching online during the pandemic?

Yes. Parents, students AND administrators know because it’s all online. Administrators can monitor teachers MORE closely via the Internet – not less. That’s why there’s an overwhelmingly increased appreciation of what educators are doing now – it’s out in the open.

-Should educators call special needs students for three hours everyday?

Only if they aren’t already spending the majority of their days actually teaching students on-line. I’m on ZOOM meetings most days interacting with students on video conferences for almost as much time as I would in person if schools were open. And if you add in the amount of time it takes to come up with new lessons on learning platforms we’re unfamiliar with, program them in and troubleshoot them, most teachers are putting in MORE hours than usual.

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Save Our Schools From Coronavirus Budget Cuts

May 2, 2020 stevenmsinger Accountability, AFT, Budget, capitalism, Charter Schools, Civil Rights, Common Core, Corporate Education "Reform", Data, Donald Trump, edtech, Education, Guns, Healthcare, immigration, Labor, Learning, NEA, Politics, Poverty, privatization, protest, school closings, School Funding, school segregation, School to Prison Pipeline, school vouchers, Schools, segregation, Standardized Testing, Students, Taxation, Teachers, Technology, union busting, Unions Budget, budget cuts, coronavirus, economics, furlough, Layoffs, Politics, public schools, schools, Taxation, teachers

America is one dumbass country.

We don’t do the metric system.

We don’t do universal healthcare.

And during a global pandemic, we don’t demand the government pay us to stay home and stop the spread of the disease.

Instead, we demand the government let us go out and get sick.

It should come as no surprise, then, that we deeply under-fund our public schools.

There’s always money for a new war or to subsidize fossil fuels or give billionaires another tax cut, but when it comes to teaching kids how to think critically about their world – time to take out the scissors and slash some budgets.

And now with the inevitable loss of taxes after shutting down the economy to save lives during the global Coronavirus outbreak, experts are expecting the deepest budget cuts to schools – well, ever.

Sixty two district superintendents from urban districts wrote to Congress in April warning of a 15-25% loss in revenues next fiscal year.

The school leaders from cities like New York City, Los Angeles, Chicago and Miami, say that a 20% loss in both state and local taxes, alone, would result in laying off about 275,000 teachers.

And this would come after students had already suffered significant academic losses during the current (2019-20) school year because of school closings and distance learning initiatives that could not possibly meet the needs of students as well as in-person learning.

They ask legislators to enact a plan devised by the Albert Shanker Institute – a policy organization aligned with the American Federation for Teachers (AFT) – in which the federal government would give billions of dollars to districts in several phases to keep schools open. Then states would increase funding to levels before the Great Recession (2009-13), build up budget reserves and more equitably distribute capital.

How much money would be necessary?

It’s hard to say at this point.

Most districts get about 90% of their funding from state and local taxes and these haven’t been tallied yet for March, when social distancing began.

Some experts expect to have a better picture of the damage by the end of the first or second week of May.

There has been no mass evictions (though that may eventually happen), so property taxes are probably stable at this point. But it’s unclear how much shuttered storefronts and skyrocketing unemployment will affect the picture.

The National Governors Association and non-partisan Center on Budget and Policy Priorities, though, are expecting the worst.

They estimate a possible $500 billion state shortfall mostly concentrated in the 2020-21 fiscal year.

That’s less than three months away.

Even if you subtract fiscal aide already provided by Congress and state rainy day funds (if present), legislatures would still be at least $360 billion short.

The National Association of Teachers (NEA) is calling for an additional $175 billion just to stabilize the country’s schools.

“The seniors graduating this spring started kindergarten in the fall of 2007,” says Bruce Baker, professor at the Graduate School of Education at Rutgers University and co-author of the Shanker Institute report.

“Most of these students have spent almost their entire K-12 careers in schools with less funding than there was when they started. If this happens again, it will be because we let it happen.”

And that’s just it.

This Coronavirus crisis is a wake-up call for all of us about the elements of our society that had to fail for us to get to this point.

Everything from how we deal with climate change, to infrastructure, to healthcare, to economic inequality needs to be reconsidered if we are to survive.

Education is an essential piece of that puzzle.

We cannot continue to consume resources like there is no tomorrow – or there will be none.

We cannot continue to treat billionaires like the most vital part of our society when they are really nothing but parasites on it.

And we cannot continue to undercut our public education system and expect our next generation to be in a better position than we are today. In fact, doing so ensures that it won’t be.

Not only do we have to pay for our kids to be educated, we have to pay for ALL kids – black, white, brown, girls, boys, Christians, Jews, Muslims, immigrants, native born — all of them.

We have to integrate, educate and eliminate the school-to-prison pipeline.

And we have to stop wasting the money we do allocate on pointless profit-making endeavors for corporations that give little to nothing back to the children they are meant to be serving. That means no more privatized schools, no more high stakes standardized testing, no more shady ed tech, corporate written academic standards and union busting initiatives.

We have to ask ourselves – will we continue to support a culture of death where war and inequality are prioritized over nurturing and care? Or will we finally engage in a culture of life, where education and equity are the driving forces of society?

We can continue to be the laughing stocks of the world with our guns and superstitions, or we can get off our asses and start working toward a better world for all.

The old ways will not work in this new millennium.

It is entirely unclear whether we will heed the call from this crisis or hide our heads in the sand.

But the future of our nation and the well-being of our children are being decided right here, right now, this very minute.

Time to invest.

Email your members of Congress and tell them to keep students learning and educators working.

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gadflyonthewallblog

"To sting people and whip them into a fury, all in the service of truth."

Month: May 2020

Why High Stakes Testing Was Cancelled This Year (and Probably Will Be Next Year, Too)

WHY TESTS WERE CANCELLED

CORPORATIONS FIRST

TESTING SECRECY

THE PSSAS

CORPORATE VULNERABILITY

THE DYSTOPIAN TESTING FUTURE

CONCLUSIONS

Save Our Schools From Coronavirus Budget Cuts

Email your members of Congress and tell them to keep students learning and educators working.