Mask-to-Mask Instruction May Be More Problematic Than Distance Learning

July 11, 2020July 11, 2020 stevenmsinger Accountability, Betsy DeVos, Budget, capitalism, Child Safety, Civil Rights, computers, Corporate Education "Reform", Donald Trump, edtech, Education, Healthcare, Labor, Learning, Local Control, Parents, Politics, school closings, School Funding, Schools, Student Mobility, Students, Teachers, Technology child safety, coronavirus, COVID-19, distance learning, education, face-to-face, instruction, masks, online, Politics, ppe, reopening schools, safe schools, schools, teachers

People talk about the upcoming school year as if we have a choice between in-person classes or distance learning.

We don’t.

The fact is there will be NO face-to-face learning this year.

Neither in our school buildings or on-line.

No matter which path we choose, we will be teaching behind a mask or behind a computer screen.

There is no middle ground here – nor should there be.

Even if schools try to execute some hybrid model where kids only attend classes in-person two or three days a week and go on-line for the remainder of the time, when they are in the school building everyone will be wearing masks.

And that’s as it should be.

When in a public place during a global pandemic like that of COVID-19, we need to wear face masks to reduce the spread of the disease.

But let’s not pretend this has no side effects.

Social distancing, limited mobility, plexiglass barriers, cleanliness protocols – all will have an impact on academics.

So if we reopen physical school buildings, we will not be returning to the kind of face-to-face instruction students enjoyed as recently as January and February.

It will be a completely new dynamic that may present as many difficulties – if not maybe more – than learning on-line.

That’s something people would do well to understand before deciding which course is best.

Mask-to-mask learning will not be face-to-face learning.

Social distancing may rob the physical classroom of almost all of its benefits over distance learning.

Again, I’m not suggesting we do without PPE or safety measures. But let’s be honest about how these measures will alter academics.

First, let’s look at masks.

Admit it. It is hard to be heard in a mask.

Imagine trying to get a message across to a classroom of middle school children with a piece of fabric hiding half of your face, obscuring your expressions and garbling your words.

I’m not saying it’s insurmountable, but it’s not indistinguishable from classroom teaching at the beginning of last school year, either.

It generates distance, just as it’s supposed to do. But teaching requires connection, understanding and relationship building.

Many of my students come into my class with trust issues. They’ve been let down by adults and authority figures. They aren’t about to put in their best work for just anyone. They have to know the teacher can be trusted and cares about them as individual people.

How are you supposed to generate trust when students can only see your eyes?

Moreover, masks are a permanent symbol of the danger we’re all in just being together. Every time we look at each other we’ll be reminded of risk, threat and our own vulnerability.

These do not make for good teaching. On Abraham Maslow’s Hierarchy of  Needs, only physiological necessities like food and water take precedence. Without a sense of safety, it is difficult to impossible for students to achieve their full potentials.

Unfortunately, facial coverings aren’t the only problem. Consider physical proximity.

As a teacher, I rarely sit when students are in the room.

During a 40 minute class, I probably lap the space as many times going from desk to desk observing students progress, answering questions, reading work, making suggestions, etc. This will be much more difficult with the threat of Coronavirus in the room.

How can I closely observe my students from a minimum of 6 feet away?

I would suspect this will be even more profound with kids with special needs. Just because they’re in the classroom with the teacher does not mean the teacher will be able to serve them as well as under normal circumstances. This is bound to lead to increased frustration and acting out.

The most common diagnosis my middle school students have is ADHD. The most common adaptation I’m told to make to help them overcome this is to repeatedly prompt them back on task. And you don’t want to do this in a way that will draw attention to the issue. I often walk up to students and ask questions privately, or point to something on their papers.

This will not be easy when trying to avoid their physical space. Any verbal queues would be loud enough to be heard by the rest of the class.

Nor does this allow for students to work together on group projects. They can’t push their desks together and work on assignments cooperatively in the physical classroom. In fact, in the time of COVID, these kinds of projects may actually be better served on-line.

Finally, imagine the difficulty of getting children to comply with social distancing mandates.

If we can’t get adults to wear masks, how can we expect to get their kids to do it?

Moreover, children are mischievous. Some may try to purposefully cough on their classmates just to get a reaction. Others could intentionally take off their masks to annoy classmates. As every teacher knows, some kids will do anything for attention. Even negative attention.

In-person teaching could easily degenerate into a game of trying to get kids to obey the rules with little to no actual instruction going on.

Are administrators and school boards really prepared to suspend students for endangering their classmates? Are parents willing to accept such punishments?

And let’s not forget the elephant in the room.

What do we do when safety measures fail?

When a student gets sick, do we quarantine for two weeks all the other students who came into contact with him? When a teacher gets sick, who teaches her classes while she is in isolation? And do we keep her students home, too?

Before we can reopen schools to in-person instruction, there are a host of problems we have to solve.

We have to figure out how to get kids to and from school without crowding them together on buses. We have to arrange classes and move students safely from point A to point B within the building. We have to figure out how to safely feed them – since no one can wear a mask while they eat. We have to figure out how to adequately ventilate buildings that were in need of repair for decades prior to the crisis.

One has to wonder – is it worth it?

With so many challenges involved with reopening school buildings, might it not be better to just continue distance learning initiatives?

As we’ve seen, the push for in-person schooling isn’t justified by academic concerns.

Though under normal circumstances face-to-face learning is worlds better than on-line learning, that is not what we’ll be doing if we reopen schools this year.

In truth, the pressure to reopen schools during this crisis comes more from political and economic considerations than pedagogical ones.

Lawmakers and policymakers don’t want to put forward the funding necessary to reduce the risks. Teachers fear they’ll be laid off if they speak out against unsafe working conditions. Parents fear they won’t be able to return to their own jobs if they have to stay home to take care of their children.

These issues can all be solved by good government. Our lawmakers need to follow the lead of nearly every other country that has lowered infection rates. We need federal relief checks so people can pay their bills without having to risk their lives working through a pandemic. We need personal protective equipment (PPE), protection from evictions, and universal healthcare so that we can weather the storm.

It is not the job of schools and teachers to fix these problems. We can’t. We can only further enable bad leadership.

But putting aside political and economic issues, there is an obvious best course of action.

Under these circumstances, continuing distance learning is the best choice from the standpoint of both safety AND academics.

In any other year, having a teacher physically present in the classroom with a cohort of students is worlds better than Brady Bunch style ZOOM meetings or assignments posted on-line.

But this isn’t any other year. It’s 2020 and Coronavirus cases have topped 3 million in the United States. There were nearly 60,000 new cases just yesterday.

You don’t close schools when there are only thousands of cases and then reopen them when there are millions.

One thing to recommend on-line learning at the present time is that we know it can be done. We already tried it last school year. There were certainly major problems but we have a good idea what they are and can make changes to at least attempt to solve them.

We can do a better job ensuring all students have access to computers, devices and the Internet. We can make expectations clear and achievable and increase project based assignments. We can habituate participation, increase interactivity and offer multiple chances to do the work.

Don’t get me wrong. Distance learning will never be as effective as face-to-face instruction.

But we will not have face-to-face instruction this year. It will be mask-to-mask or screen-to-screen.

That cannot be emphasized enough.

None of the possible solutions does a perfect job overcoming the problems.

There are not enough adequate virus screenings to tell who has the disease. Nor can we screen those who have it and keep them quarantined from the rest. Nor do we have adequate PPE to reduce infection. Nor does any vaccine appear to be forthcoming.

With the exception of the last point, many other developed countries have done much better with these things and so are in a better position to reopen schools.

But we have to face facts. The United States is not in the same position. In fact, we’ve made wearing a mask a political statement instead of what it is – a public health concern.

Until we solve these issues, there will be no perfect solution for schools. We just have to choose the best of several imperfect options.

In my opinion, the only way forward is distance learning.

To do otherwise is like trying to figure out how to live in a burning building instead of putting out the fire.

The only sane option is to get to a relatively safe place first.

I hope we can do that for our children, families and communities.

I hope that the death cult of capitalism doesn’t require teachers to jump on the pyre of economic growth.

We all deserve better.

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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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HBO’s “Bad Education” Aims at Public School Theft While Ignoring More Frequent Fraud at Charter Schools & Testing Companies

April 27, 2020April 27, 2020 stevenmsinger Accountability, Betsy DeVos, capitalism, Charter Schools, Civil Rights, Compassion, Corporate Education "Reform", Credibility, Data, Democrat, edtech, Education, Eugenics, history, Learning, Local Control, Media, Network for Public Education, New York, Obama, Opt Out, Parents, Pennsylvania, Politics, Prejudice, principals, privatization, Propaganda, Republican, School Choice, School Funding, school segregation, school vouchers, Schools, segregation, Social Justice, Standardized Testing, Students, Teachers, Technology, Toxic Testing, White Privilege Bad Education, charter schools, Cyber Charter Schools, ed-tech, education, film, fraud, HBO, Hugh Jackman, movie, Politics, public schools, school vouchers, standardized testing, theft

“Bad Education” is a frustrating movie to watch as a public school teacher.

It does a fine job telling the true story of a wealthy New York district where administrators stole millions of dollars for themselves.

But it ignores the far more frequent waste and malfeasance caused by school privatization, high stakes testing and runaway ed tech.

Maybe I’m being too sensitive, but there is no subject more political than public schools.

During the current Coronavirus pandemic, teachers and schools are finally getting some respect from people who are trying to “home school” their own kids while the nation’s classrooms are shuttered.

But education budgets are still routinely slashed, and every policymaker from Betsy DeVos to Barack Obama still thinks there is nothing better than closing public schools and replacing them with charter and/or voucher schools.

Pundits continually decry low test scores while applauding every means to increase racial and economic segregation. They push every policy to increase the school to prison pipeline for black and brown students.

And now HBO drops this movie about Rosalyn School District Superintendent Frank Tassone (Hugh Jackman) who embezzled $11 million from taxpayers.
What happened in Rosalyn was scandalous. But it’s an outlier.

Such misappropriation and outright theft rarely happens at public schools. After all, the records are all public. It just takes someone to check up.

For REAL theft you have to go to charter and voucher schools where the law literally allows them to spend our money without most of that public oversight.

Viewers like me from Pennsylvania still remember Nick Trombetta. The founder and former CEO of the Pennsylvania Cyber Charter School stole a similar sum (at least $8 million), and got much less prison time (20 months vs. Tassone who served 3 years). Trombetta used taxpayer dollars to buy a$300,000 private jet for goodness sake! He bought a $933,000 condo in Florida! He bought $180,000 houses for his girlfriend and mother in Ohio. He did all this and more – and his lawyers got the charges down to tax evasion! Why is there no movie about THAT?

Or how about June Brown?

As the head of Agora Cyber Charter School, which was part of the K12 Inc. charter empire, she was indicted for stealing $6.5 million from taxpayers. She and her executives were indicted on 62 counts of wire fraud, obstruction of justice and witness tampering. She had a reputation for claiming large salaries and filing suits against parents who questioned her.

Where’s that movie?
The history of charter schools reads like a who’s who of hucksters and thieves!

Electronic Classroom of Tomorrow (ECOT) the largest charter school in Ohio was forced to shut down and auction off all its taxpayer funded property because administrators grossly inflated its students body of 12,000 online students to the state.

New Jersey charter schools spent as much as $800 million of taxpayer dollars to buy property that they then charged taxpayers additional money to rent from the charter schools, according to an IRS investigation.

The Network for Public Education published a report in 2019 detailing more than $1 billion in federal dollars misappropriated by charters – including hundreds of millions spent on charters that never even opened or that closed soon after opening.

I think those would make good movies. Don’t you?

But let’s not forget the other vulture industries that prey on our public school system without providing much of value in return.

If you want REAL fraud, you have to go to the standardized testing and ed tech industry sucking away billions or taxpayer dollars while providing services that are either unnecessary or downright destructive.

Why do we give every public school child high stakes tests in grades 3 through 8 and once in high school? Because the federal government says so.

These tests don’t tell us how well students are doing in school. We have at least 180 days of classroom grades that tell us that.

These tests taken over a period of a few days tell us what the corporation making them thinks is important. And they nearly always show that richer kids are doing better than poorer kids, and that whiter kids are somehow “smarter” than blacker kids.

And for this prized data we pay billions of dollars to big businesses every year.
It’s one of the largest captive markets in existence. That’s some 50.4 million children forced to take standardized assessments. The largest such corporation, Pearson, boasts profits of $9 billion annually. It’s largest competitor, CBT/ McGraw-Hill, makes $2 billion annually. Others include Education Testing Services and Riverside Publishing better known through its parent company Houghton Mifflin Harcourt.

If many of these companies sound like book publishers, that’s because they are or their parent companies are. And that’s no coincidence. It’s another way they bolster their own market.

Not only do many of these testing corporations make, provide and score standardized assessments, they make and provide the remedial resources used to help students pass.

So if your students are having difficulty passing the state test, often the same company has a series of workbooks or a software package to help remediate them. It’s a good business model. Cash in before kids take the test. Cash in when they take it. And if kids fail, cash in again to remediate them.

Ever wonder why our test scores are so low? Because it’s profitable! The money is all on the side of failure, not success. In fact, from an economic point of view, there is a disincentive to succeed. Not for teachers and students, but for the people who make and grade the tests.

In fact, when I sat down to watch “Bad Education” I thought it was going to be about high stakes testing cheating scandals. I thought it was going to be about how the pressure to have students score well on the tests have in some cases resulted in teachers and/or administrators changing answers to inflate the scores.

But no. That’s not mentioned at all. There’s talk about test scores but their value is never questioned for one second.

Hugh Jackman’s superintendent dreams of leading his schools from getting the 4th highest test scores to having the 1st highest. But nowhere does anyone mention how these tests were literally developed by Nazi eugenicists or how they have been challenged countless times for violating children’s civil rights or even the sizable parent-led opt out movement in the same New York suburbs where the film takes place.

Okay. Maybe I AM being too sensitive.

The film does seem to have a theme about how we expect everything from schools and teachers and don’t reward them well enough. But this is undercut by the obvious villainy of people who use that discrepancy to take advantage of the trust the public has placed in them.

Public schools rarely act this way.

I fear that many people will miss that point.

Instead it will be more fuel to the fire that public schools are bad and must be replaced.

There’s even a parting shot about Jackman’s character’s pension.

I’m all for drama.
But when filmmakers bend over backward to ignore the elephant in the room, I tend to lose my appetite for popcorn.

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Adventures in Online Teaching: Reinventing the Wheel for a Handful of Students

April 25, 2020 stevenmsinger absenteeism, Accountability, Betsy DeVos, bloggers, Close Reading, Compassion, computers, Corporate Education "Reform", Cyber Charter Schools, Data, edtech, Education, home school, Journals, Labor, Learning, literature, Local Control, Parents, Politics, Poverty, principals, school closings, Schools, Special Education, Student Mobility, Students, teacher autonomy, Teachers, Technology, video games attendanance, Computers, coronavirus, cyber, distance learning, ed-tech, edtech, education, educators, online, Politics, Students, teacher, teachers, technology, trauma, virtual learning

Today in our ZOOM meeting, one of my students tried to get one over on me.

I sat at the bureau in my guest bedroom, surveying a gallery of 7th grade faces lined up in little boxes on my laptop like the opening scene of the Brady Bunch.

Lilly was lying on her bed face up, almost definitely scrolling on her cell phone.

Pha’rrel was eating a cookie as he tried to fit his overgrown curls under a gray hoodie.

And Jimmy was smiling at me with the cheesiest close up you ever saw in your life.

The smile was so wide. The eyes were so glassy. The face was so still.

“Jimmy, did you put up a picture of yourself on your camera!?” I asked.

Somewhere miles away he laughed, apologized and took it down.

If we were back in the classroom, I probably would have come down on him.

He used to sit in the back of the room, face buried in his iPad, ear buds plugged into his brain and his work done in the most careless but high-speed fashion possible.

About once a week I had to take away some device just so his Internet-rattled mind could pay attention.

What am I to do now? Those apps and devices are the only thing connecting him to even the most rudimentary schooling.

He still wants to appear to be paying attention, appear to be done with whatever useless crap I am having him do so he can play Fortnite, watch YouTube videos or text – all behind a digital mask of innocent concentration.

So I moved on.

We read a passage together and I noticed Melanie had her eyes closed.

Not just that. She was in her comfy sweats, cuddled under the covers with a kitten curled under her elbow purring away.

“Melanie?” I say.

No response.

“Melanie, did you hear what we just read?”

Nothing.

She’d do that in class sometimes, too. She’d be zonked out, her head plastered to the desk in a puddle of quickly congealing drool. Sometimes it was pretty hard to wake her.

I remember conferencing with her and her mom trying to find out if there was anything wrong – but, no, she was simply misusing the privilege of picking her own bedtime.

How was I to keep her awake online? I couldn’t shake the desk, rattle her papers or even let my voice naturally get louder as it gained proximity.

I had to let her sleep.

Oh and what’s this? Was that Teddy finally joining the ZOOM Meeting 20 minutes in?

I clicked to let him join and immediately it was clear that he was missing something important.

“Teddy? Is that you?” I said.

“Yeah, hey, Mr. Singer.”

“Ted, you forget something?”

“Wha?”

“Ted, your shirt?”

He looks down at his naked torso.

“Oh, I haven’t gotten dressed yet.”

“Uh, we can see that, Buddy. Why don’t you turn your iPad around and put on a shirt and pants? Okay?”

These are just some of the hurdles you face as an online teacher.

Ever since the Coronavirus pandemic shuttered schools across the country, teachers like me have been asked to finish up the year with students via the Internet.

It’s not been exactly a smooth transition.

Getting kids attention is not an easy task under the best of circumstances. Online it’s nearly a Herculean labor.

Strangely the episodes related above aren’t even close to the worst of it.

More than students’ attempts to message each other through the lesson or the constant screaming in the background at some kids homes or the vacant stares of the child with ADHD whose IEP calls for teacher proximity and eye contact, but how do you do that from across town? – more than all of that is the silence.

The empty, deafening silence of the majority of kids who don’t even show up.

I’ve been doing this for three weeks now and I average about 40% participation.

Some days a class might be almost full. Another day there might be two kids.

I know it’s not necessarily the children or the parents’ fault.

We’re in the middle of a global catastrophe. Family members are sick, kids are scared, and many don’t have experience with Internet, the devices or certainly the learning platforms we’re using.

Districts can give out iPads and mobile hot spots, but not familiarity with technology, not a quiet place to work, not a safe and secure learning environment.

When a parent tells me her child is having trouble with something, I excuse him. I get it.

When a student tells me she doesn’t understand how to do something, I don’t penalize her. I try to fix the problem and ask her to give it another shot.

But when you’ve been tasked with creating almost entirely new curriculum on the fly for several different classes– and you do – it’s anticlimactic that so few kids show up to see it.

I almost don’t mind it when someone’s cat swaggers in front of the screen and flaunts its butthole for all to see.

That’s just life in the age of distance learning.

But when I design all these assignments and teach all these classes, I wish more students showed up.

My district doesn’t require me to do all this.

I could have just thrown a few worksheets up on Google Classroom and called it a day.

That’s kind of what administrators want, I think. Just review previously taught skills. Make it look like we’re doing something. And we’ll close the academic gaps next year.

But when the world shut down, my 8th graders were getting ready to read “The Diary of Anne Frank” and “To Kill a Mockingbird.” You don’t really expect me to skip over that, do you?

My 7th graders were getting ready to read a gripping mystery story, “Silent to the Bone” by E.L. Konigsburg. You don’t really think I’m going to substitute that with grammar and vocabulary worksheets? Huh?

So I narrowed it all down to essentials.

I could have assigned my students to read the texts on their own and then made them write reader response journals. But I don’t think any but my most self-motivated students would have done it and even they would have lost a lot without being able to discuss it.

So I put a few assignments on Google Classroom, but most are through live ZOOM Meetings where the students and I talk through the texts together.

The 8th graders read the play version of “Anne Frank” together with me, and it’s actually going pretty well.

I’m able to display the text on the screen and move the cursor under what they’re reading.

I’ve even seen some reluctant readers improve right before my eyes.

I’ve always suggested that students put their index fingers under the words as they read, but few do it. Using ZOOM like this forces them to follow my advice.

Of course, the class is a tiny fraction of what it would be in person.

If we were still in the school building, I’m positive they’d be learning more. We’d be able to discuss more. I’d have a better read of the room. They would be less capable of hiding behind the technology.

But there is real life-long learning taking place.

It’s my most successful group.

My 7th graders are a different story.

They are the kind of class you have to explode a stick of dynamite under to get them to notice what’s right before their eyes.

And more of them actually show up. Yet much of what we’re reading seems lost on them.

They are much more dedicated to being present in body if not in spirit – and barring an exorcism, I’m unsure how to reach many of them through fiber optic cables.

Then we have my Creative Writing class – basically a journaling course taught to a different group of students every few weeks.

It’s particularly challenging because I’ve met very few of them in person before the school closed.

However the course also lends itself best to this distance learning format.

Back in the school building, I used to give students a prompt every day, explain it and then have them write. I’d go from desk-to-desk as they worked and give feedback. Once they were all done, we’d share the writings aloud.

Now online, I just give the prompts via Google Classroom, provide instruction or attach video links and leave them to it. Then I comment on what they produce.

The problem is it’s my least attended class. I have a handful of students who do all the work, but most have done nothing. And this is a traditional work-at-your-own-pace cyber class.

I’ve had much more difficulty planning the other courses. Everything had to be reinvented. You want to read along with students, you need (1) a platform where you can all talk (2) an online text, (3) a way students can catch up, (4) a way to hand in written work, (5) a way to give tests without allowing students to cheat or do the work together.

It’s been challenging especially because sometimes one online solution will simply disappear.

For example, the e-text I was using for 7th grade was taken down overnight. One day it was available. The next it was gone. So I had to scramble to find a way to make it work.

That kind of thing happens all the time.

And speaking of time, when I’m not in a ZOOM Meeting with students or programming next week’s lessons, I have to wait for assignments to come in. Back in the classroom, they used to be handed in mostly all at the same time. I could grade them and move on.

In cyber-land, they trickle in piecemeal. I’m NEVER done teaching. It could be 1 am and my phone dings that an assignment, comment or question was turned in. I could wait until later, but usually I trudge over to the computer and see what needs my attention.

Which brings me to the final challenge – managing my home and teacher-life.

I’m not just an educator. I’m a parent.

I don’t teach my daughter. I don’t assign her lessons or work. But I have to oversee what her teacher wants her to do and make sure it gets done – and done correctly.

I’ll tell her to go in the dinning room and do three BrainPop assignments, or sign on to Edmentum and finish this diagnostic test, etc.

She’s generally pretty good about things, but if I don’t watch her, she’ll play Mario Party on her Nintendo all day long.

With the wife working from home, too, I usually give her the living room, my daughter is someplace else or her room, and I’m in the office.

On the one hand, it’s nice to be busy, and the good moments where I connect with students are just as magical as in person.

But most of the time, I feel lost at sea, depressed about the news and unable to concentrate or sleep the night through.

I’ve resigned myself to this life for the next six weeks when school will end for the academic year.

Perhaps the summer will be better. Maybe we’ll be able to go out and life will get somewhat back to normal.

However, I am not blind to the possibility that I’ll have to pick up again online in August and September.

School could start up with distance learning in 2020-21. Or we could have to quickly rush back to the Internet after a second wave of COVID-19 crashes upon us.

I keep thinking of the opening of Charles Dickens’ “A Tale of Two Cities”:

“It was the best of times, it was the worst of times, it was the age of wisdom, it was the age of foolishness, it was the epoch of belief, it was the epoch of incredulity, it was the season of light, it was the season of darkness, it was the spring of hope, it was the winter of despair.”

The fact that life and schooling will be different after this crisis ends is both encouraging and terrifying.

There’s so much we could fix and finally get right.

But from what I see us doing as the crisis unfolds, my hope dwindles with each passing day.

Stay safe and stay optimistic.

But let’s not stay cyber.

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You Can’t Have My Students’ Lives to Restart Your Economy

April 18, 2020 stevenmsinger #BlackLivesMatter, absenteeism, Accountability, Art, Betsy DeVos, Budget, capitalism, Charter Schools, Child Predators, Child Safety, Civil Rights, Compassion, computers, Corporate Education "Reform", Cyber Charter Schools, Data, Donald Trump, edtech, Education, Learning, Local Control, Parents, Pennsylvania, Politics, Poverty, Prejudice, privatization, Republican, school closings, School Funding, Schools, small class size, Social Justice, Special Education, Standardized Testing, student privacy, Students, Teachers, Technology, Violence Against Children children, coronavirus, COVID-19, Donald Trump, Dr. Oz, Dr. Phil, economics, ed-tech, edtech, online, pandemic, Politics, public schools, school closings, schools, standardized testing, Students, teachers, technology, Walton Family

It’s okay if a few children die to start up the economy.

That is literally the opinion being offered by media influencers and policymakers as Coronavirus social distancing efforts continue passed the 30-day mark.

In the midst of a global pandemic, we’ve closed down all nonessential businesses while people self quarantine at home waiting for the curve of infection to plateau and then drop off. Medical experts tell us this is the only way to ensure there are enough ventilators and hospital beds for those who get sick.

As it is, more than 700,000 Americans have tested positive for COVID-19 and 38,000 have died – more than the wars in Iraq and Afghanistan, the September 11 terrorist attacks, Hurricane Katrina and the Oklahoma City bombing – combined. In fact, the United States has the highest number of Coronavirus deaths in the world.

Yet there is a concerted effort by the Trump Administration and plutocrats everywhere to get business back up and running. And to do that, they need the schools to reopen so parents can return to work.

They literally want to reopen schools as soon as possible – even if it isn’t 100% safe.

And if that means students, teachers and parents die, at least their sacrifices will have been worth it.

“Schools are a very appetizing opportunity,” said Dr. Mehmet Oz as a guest on Fox News’ Sean Hannity show.

“I just saw a nice piece in [British medical journal] The Lancet arguing the opening of schools may only cost us 2 to 3%, in terms of total mortality. Any, you know, any life is a life lost, but … that might be a tradeoff some folks would consider.”

Dr. Oz walked back the comment after popular backlash, but I believed him the first time. Many people would find that acceptable.

Dr. Phil McGraw (who unlike Dr. Oz is not a licensed doctor) said the following on Fox News’ The Ingraham Angle:

“The fact of the matter is, the longer this lockdown goes on, the more vulnerable people get. And it’s like there’s a tipping point. There’s a point at which people start having enough problems in lockdown that it will actually create more destruction and actually more deaths across time than the actual virus will itself.”

He then compared coronavirus deaths to deaths from smoking, swimming pools and car crashes – which critics pointed out result from mostly voluntary behavior.

Once again, Dr. Phil walked back his comments after public outrage. And once again, I saw where he was coming from – because it’s clear where these celebrity talking heads are getting their information.

You find the same opinion tucked into many otherwise informative articles about the virus and education.

Education Next published a piece by Walton Family Foundation advisor and American Enterprise Institute fellow John Bailey with this precious little nugget tucked in its middle:

“Currently, the public health benefits of school closures and home quarantining outweigh the costs. But at what point does that equation flip? When do the economic, societal, and educational costs outweigh the public health benefits of these aggressive social distancing actions?”

The rich need the poor to get back to work. And they’re willing to put our lives on the line to do it.

What’s worse, they’re willing to put our children’s lives on the line.

I don’t know about you, but I’m not willing to risk my daughter’s life so that the stock market can open back up.

As a public school teacher, I’m not willing to bet my students lives so that the airlines and cruise industry can get back in the green.

Nor am I willing to gamble with my own life even if it means the NBA, NFL and MLB can start playing games and Hollywood can start premiering first run movies again.

There’s still so much we don’t know about COVID-19.

Initial reports concluded that older people were more susceptible to it, but as infections have played out worldwide, we’ve seen that 40% of patients are between 20-50 years of age. Children seem mostly asymptomatic. However, many immunologists suspect they are acting as carriers spreading the virus to the older people with whom they come into contact.

Children have a more difficult time with the constant hand washing and separating themselves at least 6 feet apart recommended by health experts. This is one of the justifications for closing schools in the first place. If we reopen schools too quickly, it could jumpstart another wave of infections.

In fact, that’s exactly what the Imperial College of London found in its own modeling study on likely U.S. and U.K. outcomes.

School closures can be effective to help suppress the transmission rates and flatten the curve, the report concluded, IF CONTINUED OVER FIVE MONTHS.

That’s a long time. But it gets worse.

In the absences of mass vaccinations – which may be as much as two years away – the study found the virus is likely to rebound for a second and third wave.

So when would it be safe to reopen schools?

Honestly, no one really knows.

Former US Food and Drug Administration Commissioner Scott Gottlieb released a more optimistic answer in the “National Coronavirus Response: Roadmap to Reopening.”

The report maintains the need to continue social distancing including school closures until cases peak and we see sustained declines in new cases for 14 days.

That seems to be a fair minimum standard.

However, we are not there yet. The death toll continues to rise in the US and may continue to do so for some time yet.

Despite the science, every state has a different date in mind for when schools will reopen.

Since the beginning of April,a total of 21 state departments of education (including Pennsylvania’s) have decided to keep schools closed for the remainder of the academic year until at least August or September. Six states plus Washington, D.C., still have plans to reopen their schools before the end of the month.

Beyond the question of WHEN to reopen schools is the even more complicated one of HOW or IF.

President and chief executive of the National Association of State Boards of Education Robert Hull said administrators across the country are asking not how – but if – schools will reopen in the fall.

“Everybody says we hope we return to normal,” Hull said. “It’s not going to return to normal anytime soon because the new normal is going to be different.”

Multiple possibilities are being considered.

A major factor will be how well districts can test incoming students for infection.

The best solution would be quick and cheap Coronavirus screenings. If we could mass produce such tests and distribute them to schools or have the results be a precondition to coming to school, things might be able to run pretty much as normal.

If US schools all had digital thermometers (as they do in Singapore), students temperatures could be taken before letting them in to the building. Anyone running a fever could be sent home.

Some policymakers are even considering spot checking students throughout the day with thermometers and using video cameras to trace the path of any students running a temperature to tell who they may have come into contact with before being identified. However, this seems pretty disruptive to me and – especially in the younger grades – might terrify students and make them conversely feel less safe in school because of the very efforts done to ensure their safety.

In all likelihood, policymakers see to think schools will probably have to run while engaging in some sort of social distancing. And that’s not easy. Nearly everything from the way the academic day is organized to the maturity level of most students goes against this need.

One thought provoking proposal is reducing class size to no more than 10 students.

This would also have educational benefits allowing teachers the ability to give more one-on-one instruction. However, most classes are double or triple this size now. Few school buildings are large enough to double or triple the number of classrooms needed at the same time.

One solution to this is that children could attend on alternate days or on a half day basis – one group in the morning, another in the afternoon. The drawback is that this would reduce the hours students are in class. Lessons would either have to be cut down to essentials or some part of assignments may have to go online.

This might also narrow the curriculum so that the arts, music, and other subjects would be eliminated. Gym classes would probably have to be cancelled and lunches might have to be in the classroom, itself, instead of allowing large groups of students to congregate in the cafeteria.

Just ensuring that students aren’t all in the hallway at the same time would be a challenge. Class dismissals might be staggered or perhaps the teachers would move from room-to-room while the students stay put.

Moreover, the simple act of busing students to-and-from school is likewise complicated. If students sit further apart on the bus, that means each district needs either more buses at the same time or double the time to transport students at arrival and dismissal.

None of this would be cheap. It could necessitate more money on transportation, support staff and teachers. In a country where education budgets haven’t yet recovered from the Great Recession of George W. Bush, reopening schools safely would require an influx of cash.

But without it, the economy cannot get back under way.

When schools closed in March, many districts switched to some kind of distance learning. Teachers put assignments on-line and even teach through Internet meeting sites like ZOOM. Continuing this in some form – for part or all of the day – is also being considered. However, it causes as many problems as it solves.

Parents need to be able to get back to work. Many can’t stay at home taking care of their children indefinitely. And they can’t leave their kids to their own devices while trying to learn via computer, device or app.

Moreover, these cyber schooling efforts come with educational drawbacks. Just about every educational expert acknowledges that learning in-person is preferable. Students with special needs are particularly at risk because many of their individual education plans (IEPs) cannot be met remotely. And even though efforts have been made to help impoverished students gain access to the necessary technology and Internet access, the problem has by no means been universally solved. Not to mention privacy concerns with student data being pirated by unscrupulous ed tech companies.

Another issue is high stakes standardized testing.

With the Coronavirus crisis, the tests were cancelled this year – and no one has really missed them.

If lessons have to be cut to essentials, standardized testing and the need for endless test prep should be the first things to go. In fact, students, educators, parents and college professors will tell you how useless these assessments are. They reflect basic economic inequalities and enforce them by tying education funding to the test scores.

Poor kids score badly and rich kids score well, so the funding becomes a reward for the privileged and a punishment for the underprivileged.

That’s why it’s laughable when Hull laments “issues of equity” including how to measure what students are learning and how to help those who have fallen behind.

Equity is a matter of funding and opportunities – not test scores. Regardless of the problems with reopening schools, we could solve a long standing issue by erasing high stakes testing from the academic map.

But that’s been the elephant in the classroom for a long time.

Economic interests have trumped academic ones for decades.

Will we continue to value money over children? Will we pave the post-Coronavirus future over the bodies of sick children and adults?

Like any crisis, COVID-19 is another opportunity to get things right.

Here’s hoping we have our priorities straight this time.

Here’s hoping schools stay closed until we’re certain reopening them won’t endanger students, teachers and the community.

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The First Taste is Free: Ed Tech Follows Drug Dealer Sales Techniques with Schools During Coronavirus Crisis

April 4, 2020 stevenmsinger Accountability, Betsy DeVos, Bill Gates, Budget, California, capitalism, Charter Schools, Child Predators, Child Safety, Civil Rights, Common Core, Competency Based Education, computers, Corporate Education "Reform", Cyber Charter Schools, Data Mining, edtech, Education, Healthcare, Learning, Local Control, Parents, Politics, Prejudice, privatization, School Funding, school segregation, school vouchers, Schools, Special Education, Standardized Testing, standards, student privacy, Students, Teachers, Technology Big Business, Computers, coronavirus, Corporate Education Reform, drug dealer, economics, ed-tech, edtech, education, educational technology, for-profit, Politics, Profit, public schools, teachers, technology

“Pst! Hey, Kid! Come here!”

Educational technologies are a multi-billion dollar industry.

“Who? Me?”

The coronavirus pandemic has closed schools across the globe, and districts have tried to solve this problem by putting their classes online.

“Yeah, you. I’ve got some… candy I want to give you.”

Nearly every ed tech company has offered help with this processes.

“Oh boy! I sure love candy… Wait a minute! How much does it cost?”

Teachers, parents, students and education activists are wary of educational technologies in the classroom, and research backs them up. Ed tech has been shown to widen socioeconomic divides, it hasn’t lived up to its promise of increasing academic gains, and – perhaps most tellingly – Silicon Valley executives restrict their own children’s use of technology and send them to tech-free schools.

“Nothing. It’s free.”

These for-profit corporations are offering limited time promotions – they’re providing additional services for free that would normally be behind a paywall.

“Oh goodie!”

Districts are jumping at the chance. They’re encouraging teachers to use apps, services and software that have never been tried before locally in an attempt to abide by continuity of education guidelines written by departments of education.

“That’s right. Absolutely free. But if you want some more, next time I’ll have to charge you a little something…”

So when the pandemic is over and classes eventually are reopened, a great deal of the technology that schools used to get through the crisis will no longer be on the house.

Continuing to use them will require an additional fee, and if districts end up budgeting for them, the money has to come from somewhere. So that means fewer books, field trips, tutors, classroom aides, and – yes – teachers.

In short, well-meaning governors, law-makers, administrators, school directors and even educators are participating in a program that in the long run may enrich private corporations but not be in the best interests of the students we’re supposed to serve.

I bring this up not to stop schools from using online learning during the crisis. Unfortunately that ship has sailed. Nor do I voice my objections to criticize teachers, parents or students. We all have to do what needs to be done to get through all this.

However, it is vital that we are aware of the compromises being made today so as to better avoid the pitfalls ahead.

When teachers use Zoom, Google Classroom, or any of dozens of other ed tech products during this season of social distancing, we must be aware that these should only be temporary measures. Do not resign yourself to any of this becoming the new status quo.

When classes resume, we can’t simply go back to normal. Nothing can ever be normal again. Normal is what got us into this mess – a society ill equipped to meet this pandemic – ill equipped to take care of its citizens, provide basic resources, equity and put people before profits.

The post coronavirus world must be one of universal healthcare, a social safety net for all and a robust, fully funded system of public education. We cannot allow it to be a dystopian world of edu-tech vulture capitalism where the economics of street corner drug pushers is used to dictate how public money is spent.

There are many clear reasons why.

First, education technologies are almost completely unregulated. Cybersecurity and student privacy laws are woefully out of date if not entirely nonexistent.

These applications collect a torrent of data on students. So do teachers, in fact, to calculate grades. However, if an educator were to share this information with outsiders, she could be sued. But if a corporation did the same thing, it falls into a legal no man’s land.

Each state has different laws denoting the limits of privacy.

The main federal law safeguarding student data privacy, the Family Educational Rights and Privacy Act (FERPA), was written in 1974 before much of these technologies even existed. It hasn’t been significantly amended since 2001.

So it’s left to individual districts, administrators, school boards and teachers to navigate these murky waters.

They end up trying to decipher the individual terms of service agreements and privacy statements with these companies that are often full of legal loopholes. In many cases, decision makers don’t even bother or give the job to school lawyers unversed in cybersecurity concerns or law.

While Congress has neglected its duty to regulate the industry, the matter is important enough that the Federal Bureau of Investigations (FBI) put out a strong warning. Two years ago, the Bureau cautioned consumers about the risks of classroom management tools like Class Dojo as well as student testing and remediation applications like Classroom Diagnostic Tools and Study Island.

The FBI warned schools and parents that widespread collection of student data involved in these applications could cause safety concerns if the information is compromised or exploited.

The Bureau was concerned about ed tech services because many are “adaptive, personalized learning experiences” or “administrative platforms for tracking academics, disciplinary issues, student information systems, and classroom management programs.”

And these are many of the same applications being used today for distance learning initiatives.

Education advocates have been sounding the alarm for years.

Commonsense.org – a nonprofit studying education issues – conducted a three-year review of 100 ed tech companies. It concluded that 74% of these businesses hold the right to transfer any personal information they collect if the company is acquired, merged, or files for bankruptcy. And since many are start-ups, this often happens.

The authors wrote that there is “a widespread lack of transparency, as well as inconsistent privacy and security practices” in how student information is collected, used, and disclosed.

Leaking student data is often not a security failure. It’s part of a company’s business model.

This is valuable information about one of the most lucrative demographics in the marketplace. Companies use it to help sell products targeted directly to consumers. And they can even sell student data as a commodity, itself.

For instance, imagine how much more effective the hiring process would be if businesses had access to applicants school attendance records. Imagine if businesses had an applicant’s entire academic record.

Employers could buy vast amounts of data and use algorithms to sort through it looking for red flags without fully comprehending what was being compiled. Imagine an applicant being turned down for a job because of low middle school attendance but not being able to explain that this was due to a legitimate illness.

There are reasons we protect people’s privacy. You shouldn’t have to explain your score on a 1st grade spelling test the rest of your life or have the need for special education services damage your credit rating.

Yet all of these things are possible when student data is up for grabs.

No one is protecting our children from this kind of mercantile future – one which will only be exacerbated if we allow educational technologies to become common place after the current crisis.

And tightening our student privacy laws, will not solve everything.

Hardly any attention is being paid to how these technologies can be used for harms unrelated to business and industry.

Tablets, laptops or monitoring devices such as cameras or microphones could be exploitable by tech savvy criminals – especially since many ed tech programs allow remote-access capabilities without the user even being aware of what is happening.

Pedophiles could use this data to find and abduct children. Criminals could use it to blackmail them. Other children could use it to bully and harass classmates.

It’s hard to imagine how children could be protected on such devices without increasing surveillance and thereby running similar risks. Using them will always involve a chance of endangerment so they should be kept away from the youngest and most vulnerable potential users.

How did we let ed tech get so out of control? Like so many problems of the pre-coronavirus world, money was allowed to dictate policy.

Global venture capital investments in ed tech finished 14 times higher by the end of the decade than they started. Investments went from $500 million in 2010 to $7 billion in 2019. And insiders expect that to triple in the next decade to more than $87 billion.

The two biggest spenders by far are China and the US.

Yet enthusiasm for such technologies are not nearly as prevalent among educators.

A 2019 study of educator confidence in ed tech conducted by Houghton Mifflin Harcourt found that 60% of teachers were concerned that implementing technology tools could damage the student-teacher relationship.

Moreover, education research in the United States concluded these technologies only widen the gap between different socioeconomic groups. Global initiatives like the One Laptop per Child program, which distributed 25 million low-cost computers with learning software to children in the developing world, failed to improve language or math results.

Meanwhile, students seem to be telling us they prefer more old school methods of instruction. Studies have shown preference for everything from physical books over eBooks to having “ordinary, real-life lessons” and “a smart person at the front of the room.”

Parent Blogger Alison McDowell has studied these issues in more depth than nearly anyone else. She warns that adaptive applications become the gatekeeper of children’s educations. They only allow students to move on once they’ve demonstrated mastery on a previous academic standard – or at least once they’ve been able to guess which one answer a programmer thought correct:

“The “personalized learning” model conditions students to view themselves as independent operators, free agents attempting to navigate a precarious gig economy alone. Screen-based isolation and an emphasis on data-driven metrics steadily erode children’s innate tendencies to creative cooperation. Which is ultimately better for society, an algorithm that learns each student in a classroom and delivers a pre-determined reading selection that they review and are quizzed on online, or a human teacher who selects an all class reading in which there is lively debate? The first scenario forecloses creative thought in service of data generation and reinforces there is but one correct answer. The second opens up chances for students to gain new insights while limiting opportunities for digital surveillance.”

Ed tech may allow us to stumble forward during the coronavirus quarantine, but it is not a central part of a healthy education system.

It may play a limited role in remediation and augmentation, but it cannot be the fulcrum around which everything else revolves.

I’d like to see a new education system built from the ashes of the old where every child has the chance to learn, a system that forgoes standardized testing and corporate-written academic standards for individualization and human interaction. I’d like to see a world where charter and voucher schools are things of the past, where schools are integrated and differences valued, where teachers and learning are respected and esteemed.

That is not an ed tech centered world. It is a student centered one.

It is a world where our priorities are such that even the promise of the new and the free won’t encourage us to indulge in practices that put our children in greater danger.

It is a place where the pusher has no power because his product is seen for what it is – treacherous and unnecessary.

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Just CLICK HERE.

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