STEM Education Severs the Arts from the Sciences

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What’s the most effective way to dumb down a nation?

 

 

Focus on How without Why.

 

 

That’s really the biggest problem with the pedagogical fad of STEM education.

 

 

There’s nothing objectively wrong with teaching science, technology, engineering and math – the disciplines that make up STEM.

 

 

In many cases, doing so is essential to a well-rounded education.

 

 

But therein lies the problem – you can’t have a well-rounded education if you purposely leave out some of the most vital aspects of knowledge.

 

 

Where’s the art? Where’s the literature? Where’s the social studies, government, citizenship, drawing, painting, music – heck! Where’s the philosophical understanding of life, itself?

 

 

STEM initiatives often involve creating two tiers of school subjects. You have the serious disciplines that will earn you respect and a job. And you have the soft, mamby pamby humanities that are no good to anyone.

 

 

The problem is one of focus not content.

 

 

Corporate-minded bureaucrats who know nothing of human psychology, child development or education look solely at standardized test scores and get hysterical.

 

 

The U.S. is falling behind other nations – especially in science and math, they say. So we must do whatever we can to bring those test scores up, Up, UP!

 

 

Yet they have never bothered to see that our student test scores have never been at the top of the pack for all the decades we’ve been making international comparisons.

 

 

We started contrasting multiple choice assessment results for 13-year-olds in a dozen countries back in 1964. And ever since, America has always been right in the middle.

 

Yet for those five decades we’ve dominated the world in science, technology, research and innovation.

 

 

In that time we sent the first people to the moon, mapped the human genome, and invented the Internet – all while getting middling test scores.

 

 

In short, standardized assessments are a fantastically unreliable indicator of national success, just as they are poor indicators of individual learning.

 

 

We’ve never been a nation content with picking our answers from four options – A,B,C,D. We blaze new paths!

 

 

But number obsessed fools have convinced a public blinded by sports statistics that these tests mean our kids are deficient. And the only cure is to put on blinders and focus almost exclusively on those subjects most featured on the tests.

 

Even reading and writing are only valuable if they let us guess what a normalized reader is supposed to comprehend from a given passage and if they allow us to express ourselves in the most rudimentary and generic ways.

 

 

This is exactly what they do in countries with the highest test scores – countries that are LESS innovative than the U.S.

 

 

Asian countries from Singapore to South Korea to India are not blind to this irony. While we are trying to imitate them, they are trying to imitate the kind of broad liberal arts education in which we used to pride ourselves.

 

“Many painters learn by having fun,” said Jack Ma, founder of one of China’s biggest Internet companies Alibaba.

 

“Many works of art and literature are the products of having fun. So, our entrepreneurs need to learn how to have fun, too.”

 

Ma worries that his country is not as innovative as those in the West because China’s educational system focuses too much on the basics and does not foster a student’s complete intelligence, allowing him or her to experiment and enjoy the learning process.

 

In other words, no matter how good you are at math and science, you still need to know how to learn, think and express yourself.

 

To be fair, these criticisms of STEM are not new.

 

Even global pundits like Fareed Zakaria have made similar arguments.

 

The result has been a hasty addition – change STEM to STEAM by adding in the arts.

 

Unfortunately, this hasn’t always worked out for the best.

 

Most of the time, the arts component is either an after thought or merely a sweetener to get students interested in beginning the journey – a journey that is all STEM all the time.

 

There is still an education hierarchy with the sciences and math at the top and the humanities and social studies at the bottom.

 

This is extremely unfortunate and will cause long-term detrimental effects to our society.

 

For instance, we pride ourselves in being democratically ruled. Political power does not come from authority, it comes from the consent of the governed.

 

This requires a public that knows how to do more than just add and subtract. Voters need to understand the mechanisms of government so they grasp their rights. They need a knowledge of history so they don’t repeat the mistakes of the past. They need to grasp human psychology, anthropology, and sociology to understand how people work in groups and individually.

 

Moreover, as human beings, they need the humanities. People have thoughts and feelings. They need to know how to express those thoughts and feelings and not just by writing a five-paragraph essay. They need to be able to create works of art. They need to be able to write a story or poem. They need to be able to manipulate images. They need to understand and create music.

 

Without these things, it can be difficult to become fully actualized people.

 

That used to be the goal of education. Provide students with the tools to become the best version of themselves.

 

But this focus on STEM and STEAM only endeavors to make them the best cogs the workforce needs.

 

We have relinquished our commitment to students and replaced it with a commitment to business and industry.

 

The idea is that schools owe the job market workers. That could not be further from the truth. We owe our students the tools that will help them live the best lives. And employment is only one small facet of that goal.

 

I’m not saying we shouldn’t teach math and science. We should – we MUST. But those can’t be prioritized over and above other essential human endeavors.

 

We need to fund and encourage a broad liberal arts education for all students. As they get older and move on to post-secondary studies including industrial arts they will inevitably specialize in areas that they find most interesting.

 

But until then, it is our job to give them every opportunity to learn – not to mold them into future wage slaves or boost national pride with arbitrary and meaningless test scores.


 

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Democrats for Education Reform Think Being Progressive Means Mirroring Betsy DeVos

 

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Democrats for Education Reform (DFER) put out a new video about what they think it means to be an education progressive.

 

And by the political action committee’s definition, Betsy DeVos may be the most “progressive” education secretary ever.

 

She champions “public charter schools.” Just like them!

 

She is in favor of evaluating teachers on student test scores. Just like them!

 

She is a booster for “holding schools accountable” through the use of standardized tests. Just like them!

 

And she loves putting public tax dollars into private hands to run schools “more efficiently” by disbanding school boards, closing public debate and choosing exactly which students get to attend privatized schools. Just like… you get the idea.

 

But perhaps the most striking similarity between DeVos and DFER is their methodologies.

 

DFER announced it again was going to flood Democratic races with tons of campaign cash to bolster candidates who agreed with them. That’s exactly how DeVos gets things done, too!

 

She gives politicians bribes to do her bidding! The only difference is she pays her money mostly to Republicans while DFER pays off Democrats. But if both DeVos and DFER are paying to get would-be lawmakers to enact the same policies, what is the difference!?

 

Seriously, what is the difference between Betsy DeVos and Democrats for Education Reform?

 

Progressives in Colorado and California say it is only the word “Democrat.”

 

Democratic party conferences in both states passed resolutions asking DFER to stop using the name “Democrat” because the privatization lobbying firm does not represent party ideals or goals.

 

It is degrading what the party stands for and hurting the brand.

 

Why do some progressives vote third party? Because of groups like DFER.

 

Voters think something like – if this charter school advocacy group represents what Democrats are all about, I can’t vote Democrat. I need a new party. Hence the surge of Green and other third party votes that is blamed for hurting Democratic candidates.

 

The Democrats have always been a big tent party, but the canvas can’t shelter the most regressive far right bigotry without destroying the organization’s identity as an opposition party.

 

It is entirely incoherent to oppose Republicans by pushing for almost the same agenda.

 

The reason for the confusion is that DFER is not a grassroots organization. It is funded by Wall Street hedge fund managers.

 

It is not an authentic expression of the public’s wants and desires. It is another avenue for the mega-rich to use their power and influence to tell the rest of us what they want us to believe.

 

Yet DFER tries to hide this fact with various forms of propaganda. In effect, they’re trying to convince us that their ideas are what we actually believe.

 

For instance, the group is now offering a nationwide poll from Benson Strategy Group as proof that Democratic voters agree with DFER’s goals.

 

However, the questions asked to about 2,000 people on the phone are laughably biased:

 

 

“Do you believe we have a responsibility to do everything we can to give every child a great education, and does that mean we need faster change in our schools to prepare students for the future?”

 

Of course people are going to agree with that! It doesn’t mean people want to privatize public schools. We SHOULD do everything – including closing failing charter schools and boosting funding at struggling public schools!

 

“Do you agree that we can’t go back to the way things used to be in schools? Do you think we need to keep bringing in new ideas and finding new ways to improve schools?”

 

Of course we need new ideas, but charter schools and standardized tests aren’t new ideas! We’ve been doing that nonsense for decades and they haven’t helped a bit. In fact, they’ve made things worse!

 

“Do you think funding alone is enough to give our children the education they deserve? Do you also want to see new ideas and real changes to the way public schools operate?”

 

Of course schools need more than just additional funding. But let’s not minimize funding equity. Students of color will never get an equitable education until we pay for the resources they need to succeed. The poor will never catch up to the rich without money to provide the services they need to learn.

 

Moreover, blanket statements disparaging public schools before asking about school privatization invites bias against public schools and bias in favor of privatization.

 

When you couch privatization as “more options” and “choice,” who doesn’t want that? But it’s not what you’re offering.

 

Giving administrators the ability to accept or deny my child into their school is not “more options” for me. It is greater choice for them.

 

Slashing funding at the public school because its finances got gobbled up by the neighborhood charter is not “choice” for me. It is providing alternative revenue for the corporations that run the charter school while my only option is to accept fewer resources for my child.

 

None of this is progressive. None of this is truly supported by grassroots people or organizations.

 

Civil rights groups like Journey for Justice and even the National Association for the Advancement of Colored People (NAACP) oppose school privatization and high stakes testing.

 

This is the meat and potatoes of DFER.

 

The only difference between these alleged Democrats and DeVos is that the Trump administration also champions school vouchers.

 

But both charters and vouchers involve sending public tax dollars to schools that are privately run. Both involve stripping taxpayers of control over how that money is spent until all we have are parents moving their children from school-to-school in a desperate attempt to find one that does a good job and will also accept their child.

 

That is not the progressive ideal.

 

Progressives want to make every public school excellent. They want all children to have the resources they need to succeed. They want to assess students, teachers and the system fairly to clearly understand what children are learning, what educators are doing to help them learn and how administrators and school directors are enabling that success. They want innovation – not the same old corporate-minded top-down policy failures of the past decades. They want technology as a tool to bridge understanding and not as an end in itself to drive the curriculum. They want an end to the school-to-prison pipeline. They want truly integrated schools, not the current segregated system where Cadillac funding goes to rich white districts and the scraps are thrown to the poor brown ones.

 

Yet DFER, these so-called Democrats, support none of this.

 

And they’re spending millions of dollars to convince our lawmakers not to support it either.

 

Politicians can’t keep accepting their dirty money and expecting grassroots voters to continue to support them.

 

To paraphrase Matthew, no one can serve two masters. If lawmakers are taking sacks of cash from billionaire hedge fund mangers, they aren’t going to listen to you or me.

 

They can serve their constituents or mammon. Not both.

 

So if Democrats want strong support in the coming elections, they need to do the progressive thing.

 

Stop accepting bribes from dark money influence peddlers like DFER.


 

Like this post? I’ve written a book, “Gadfly on the Wall: A Public School Teacher Speaks Out on Racism and Reform,” now available from Garn Press. Ten percent of the proceeds go to the Badass Teachers Association. Check it out!

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Five Things I Learned About Ed Tech While Playing ‘Zelda: Breath of the Wild’

the-legend-of-zelda-breath-of-the-wild-guardian-e1489251354463 

I don’t mean to brag, but I just beat “Zelda: Breath of the Wild.”

 

This summer I sat down with my 9-year-old daughter and together we played the most popular Nintendo Switch game for hours, days, weeks.

 

And at the end of all that time, I came away victorious – something I wasn’t sure I’d be able to do when I started.

 

There are so many buttons to learn, two joy sticks, various info screens and menus.

 

But when it was all over, I had cleared all four divine beasts. I got all 18 captured memories. I completed about 80 shrines. I mastered about 45 side quests. I shredded guardians, lynols and bokoblins. And, yes, I opened a major can of whoop ass on Calamity Gannon.

 

As the kids say, I’m jelly.

 

My video game skills are lit.

 

You can’t handle me, bro.

 

And so on.

 

 

But I’m not a kid. I’m a grown man.

 

Didn’t I have anything better to do?

 

Couldn’t I have found a more productive use for all that time?

 

Maybe. Maybe not. However, beyond the sheer fun, I did learn something from the whole experience.

 

As a public school teacher, I learned about my students by following in their footsteps.

 

That’s really why I started playing in the first place – my middle school kids this year loved that game.

 

I got more Zelda doodles, more Hyrule poetry, more Link fan fiction than you might at first believe.

 

The world of the game was really important to my children and having even a passing knowledge of that world helped me relate to them.

 

I even asked for a few tips after class.

 

One of my best students took her Switch out of her backpack and showed me a prime location to pick hot peppers so I could withstand the cold of Mount Hyrule (Don’t ask).

 

It was worth doing just for that – I showed my willingness to be the student and for them to be the teachers. I showed them we were all a community of learners.

 

At least, that’s my hope.

 

But now that the dog days of summer are here and my video game victory is complete, I keep thinking of the implications of my experience in Hyrule on the world of education.

 

Specifically, I’m thinking about education technology or Ed Tech.

 

I’m thinking about how we use various software packages to try to teach students and how they invariably fail at the task.

 

Well-meaning administrators hear about this program or that classroom management system or an assessment app and they spend beaucoup bucks on it.

 

We’re instructed to give up valuable instruction time so our kids can sit in front of a computer while a digital avatar attempts to do our job.

 

Kids listen to a cartoon person instruct them in the rudiments of grammar or literacy, play loose skills exercises and earn digital badges.

 

It may sound like fun to us, but they hate it.

 

The reason: nine times out of ten it’s little more than a standardized test given on a computer.

 

Sure, there are lots of bells and whistles, but the kids catch on mighty quickly. There is no student as bored as a student forced to play an educational video game.

 

I have real concerns with issues of student privacy and how the data being collected by these apps is used. I have real problems with how this technology facilitates dumbing down the curriculum – narrowing it to only that which can be measured on a multiple choice assessment. I take umbrage that these programs are used by some as “evidence” that human educators and brick and mortar schools are unnecessary. And I shed real tears at the massive amounts of funding being funneled to corporations that could be better spent in our own districts.

 

But playing this game has given me hope.

 

In seeing how “Zelda” succeeds with kids – because it succeeded with me – I think we can illuminate some ways ed tech goes awry.

 

I found five distinct lessons from the game, five areas where “Zelda” succeeds where ed tech fails.

 

Perhaps these could be used to improve the quality of ed tech devices to make them better at teaching students.

 

Or they could show why ed tech will never be as effective at teaching as flesh and blood instructors.

 

In any case, here is what I learned.

1) Focus on Fun

 

One of the biggest differences between ed tech and “Zelda” was the focus.

 

The games we make children play at school are designed to teach them something. That is their purpose. It is their raison d’être. The point behind the entire activity is to instruct, test and reward.

 

By contrast, the purpose of “Zelda” is fun.

 

Don’t get me wrong. “Zelda” can be very educational.

 

There are points where the game is actively trying to teach you how to do things usually associated with game play.

 

You have to learn how to make your character (Link) do what you want him to do. You have to learn how to manipulate him through the world. How to run, how to climb, how to heal, how to use weapons, how to cook and make elixirs, etc.

 

However, the point behind the entire game is not instructional. It’s fun – pure and simple.

 

If you have to learn something, it is all in service to that larger goal.

 

In the world of the game, learning is explicitly extrinsic. It helps you have more fun playing. Only the pursuit of winning is intrinsic or even conceptualized as being so.

 

In real life, this may not be the right approach to education, but it seems to be a rule of virtual experience. If it is superseded, the game becomes just another class assignment – lifeless, dead, boring.

 

If educational software is going to be effective in the classroom, it must find a way to bridge this divide. It must either put fun before pedagogy or trick the user into thinking it has done so.

 

I’m not sure this is possible or desirable. But there it is.

 

2) Logic and Problem Solving Work but not Curriculum

 

There are many aspects of “Zelda” one could consider educational.

 

However, when it comes to things that have importance outside of the game, the biggest would be problem solving and logic games.

 

A great deal of game play can be characterized under this umbrella.

 

The ostensible mission is to defeat the bad guy, Calamity Gannon. However, to do so you often have to solve various puzzles in order to have the strength and skills to take him down.

 

The most obvious of these puzzles are shrines. There are 120 special areas throughout Hyrule that Link needs to find and solve.

 

Each one involves a special skill and asks the gamer to decipher problems using that skill. For example, one asks you to manipulate fans so that the air flow makes windmills turn in a pattern. Another asks you to get a ball through an obstacle course.

 

In each case, the emphasis is on logic and critical thinking.

 

That has tremendous educational value. And it’s something I’ve seen done easily and well in many educational video games.

 

The problem is it doesn’t teach any particular curriculum. It doesn’t teach math, science, English or social studies – though it does help contribute to all of these pursuits.

 

 

Ed tech games are not nearly so coy. They often try to go right for the curriculum with disastrous results. Ed tech software, for instance, will have you find the grammatical error in a sentence or solve an equation in order to move on in the game.

 

That just doesn’t work. It feels false, extraneous and forced. It’s doesn’t seem like an organic part of the experience. It’s something contrived onto it from outside and reminds the gamer exactly why you’re playing – to learn.

 

3) Option to Seek Help

 

One of the most surprising things to me about playing “Zelda” on the Switch was how much of an on-line gaming community has formed around the whole experience.

 

If you get stuck in a particular area, you can find numerous sites on-line that will help you get passed it. You can even find gamer videos where YouTubers will show you exactly how they solved this or that problem. And they don’t all have the same solution. Some provide elegant, well-detailed advice, and others seem to stumble on it and offer you their videos as proof they could actually get the job done somehow.

 

It’s a lot different from when I was a kid playing video games. Back then (30 years ago) you had your friends but there were few other places to go for help. There were fan magazines and a few video game companies had tip hotlines. But other than that, you were on your own.

 

One of my favorite YouTubers this summer was Hyrule Dude. His videos were clear, informative and helpful. However, I didn’t always agree with his solutions. But they invariably helped me find things that would work for me.

 

It reminded me a bit of Khan Academy and other learning sites.

 

If kids really want to grasp something today, they have so many places they can go on-line. As educators, it’s hard to incorporate them into a classroom environment because there are certain things we want kids to find out for themselves.

 

For instance, as a language arts teacher, I want my students to do the assigned readings on their own. Yet I know some of them try to skip to the on-line summaries they can find and use that instead of reading the text. I have no problem if they access good summaries and analysis but I don’t want them to take the place of trying to comprehend the text on their own first.

 

I think there are ways to use this larger social media community to help support learning without spoiling the hard work kids need to put in on their own. But it’s something we need to think about more and find better ways to incorporate.

 

4) Open Ended

 

One of the most striking things about this new “Zelda” is how much choice the gamer has. In most games you have to complete the first board and then the second and so on until you win.

 

On the Switch, the world you’re thrust into is incredibly open ended. You can do pretty much what you want, when you want. Or at least you can try.

 

At first, your character is limited to one area of the world – a plateau. But once you complete a certain number of the challenges there, you get the paraglider which allows you to access most of the rest of the world.

 

It’s a huge area to explore – impossible to travel the entire length of it without spending hours of game play. And it’s entirely up to you where to go and what to do next.

 

The central mission of the game is to defeat Calamity Gannon in Hyrule Castle. However, that would be incredibly difficult early on. You’re advised to get the four Divine Beasts first. And you can do them in any order you want.

 

Moreover, I mentioned shrines earlier. When you complete four shrines, you can either increase your hearts (the amount you can be hurt without dying) or your stamina (how long your character can do something hard like climbing or swimming without having to rest). Technically, you don’t have to complete more than a few shrines, but doing so makes your character stronger and better able to get the Divine Beasts and defeat Gannon.

 

There are also side-quests (totally optional) that reward your character with money, items, etc.

 

I think this is the secret to the game’s success. It’s why game play is so immersive and addictive.

 

Ed tech software is exactly the opposite. You must do section A before section B before section C. It’s little more than a multiple choice test with only limited possible answers of which only one is correct.

 

In “Zelda” there are often multiple ways to achieve the same end. For instance, I would assume the programmers wanted me to fight my way through every room of Hyrule Castle to get to Calamity Gannon. However, I simply climbed over the walls and swan through the moats – a much quicker and efficient method.

 

If we could recreate this freedom of movement and multifarious solutions within educational software, we might really be onto something. But, frankly, it’s something that even traditional video games have difficulty being able to recreate.

 

5) Choice to Play or Not

 

And speaking of choice, there is the choice whether to play or not.

 

Video games are one of the things kids choose for leisure. When we force kids to play them in school, that choice is gone.

 

They become a task, a trial, an assignment.

 

Moreover, not every child enjoys video games.

 

We can’t mandate kids learn from games – even the best of ed tech games. At best, they should be an option. They could be one tool in the toolbox.

 

In summary, I think the goal of the ed tech industry is deeply flawed.

 

Ed tech will never adequately replace brick-and-mortar schools and flesh and blood teachers.

 

At best, it could provide a tool to help kids learn.

 

To do so, games would have to primarily be focused on fun – not learning. They would have to be organized around critical thinking and logic – not curriculum. They would need to utilize the on-line community for help but not cheating. They would need to be open ended worlds and not simply repackaged standardized testing. And finally, students would need the choice whether to play them or not.

 

Unfortunately, I am skeptical that the ed tech industry would even attempt to incorporate these ideas in its products.

 

They are market driven and not student driven. The corporate creatures behind these products don’t care how well they work. They only want to increase profitability and boost market share.

 

Cheaper commodities are better – especially when the consumer isn’t the student forced to play the game but the politician or administrator in charge of school policy.

 

Ed tech’s potential as a positive tool in a school’s toolbox has been smothered by the needs of business and industry. Until we recognize the harm corporations do in the school, we will be doomed to dehumanizing students, devaluing teachers and wasting our limited resources on already wealthy big business.

 


 

Like this post? I’ve written a book, “Gadfly on the Wall: A Public School Teacher Speaks Out on Racism and Reform,” now available from Garn Press. Ten percent of the proceeds go to the Badass Teachers Association. Check it out!

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Why We Need a Department of Education

what-happens-to-your-body-when-you-fast

 

Let’s say you have a starving child.

 

 

You take out a knife, a fork and a spoon. You hand her a cup.

 

 

This isn’t what she needs.

 

 

She needs food. She needs water.

 

 

But the utensils seem a precursor to meeting those needs.

 

 

That’s what the Department of Education has always been – a tool and a promise.

 

 

But now the Trump administration wants to do away with even that polite fiction.

 

 

Two weeks ago, Secretary of Education Betsy DeVos announced the plan to merge the Education and Labor departments.

 

The reason you may not have heard much about it – beside the fact that bigger stories have overshadowed it like the forced separation of undocumented children and parents at the border, coercing kids into immigration court without parents or even legal counsel and then locking them up in cages in detention centers – is that the plan has about zero chance of coming to fruition.

 

Democrats oppose it and there don’t even seem to be enough Republicans in favor to get it through Congress. It may not even have enough support to get a vote.

 

Unless it’s a huge tax cut for the rich, no one seems able to get any actual laws through this GOP controlled legislature.

 

Moreover, the proposal is a definite step backward. The Department of Education was created in 1980 by splitting the Department of Health, Education, and Welfare into the Department of Education and the Department of Health and Human Services.

 

At that time, its purpose was clear. It was a tool to increase funding equity and transparency while protecting students.

 

 

After all, the department was an extension of the Elementary and Secondary Education Act (ESEA) of 1965, which tried to bring equity to America’s public schools.

 

 

As President Jimmy Carter said upon signing the bill into law:

 

 

“First, [the Department of Education] will increase the Nation’s attention to education. Instead of being buried in a $200 billion-a-year bureaucracy, educational issues will receive the top-level priority they deserve. For the first time, there will be a Cabinet-level leader in education, someone with the status and the resources to stir national discussion of critical education concerns.”

 

 

Unfortunately, those principles were never fully realized.

 

 

The Department did increase funding to public schools, but it didn’t end up dramatically increasing opportunities for the underprivileged.

 

 

Sure, it provided targeted grants like Pell Grants that did offer opportunities to select groups of students. But it didn’t radically alter our outdated (even then) funding system.

 

 

Our schools are segregated by race and class – worse now than they were then. Since they’re funded primarily by local property taxes, that means the poor and minorities get less funding than richer whiter kids.

 

 

And unless you’re willing to let your kids go to a school that receives less funding than others, don’t tell me it doesn’t matter. Rich white people have long complained about the money we spend on other people’s children while doing everything in their power to protect funding for their own.

 

 

In the late 1970’s, it was hoped the creation of the Department would be the first step to increasing federal funding of schools to one third of the total cost, thereby leveling the playing field somewhat.

 

 

But that never happened.

 

 

Now as then, the federal government only funds less than 10 percent of the cost.

 

 

To return to the metaphor with which this piece began, the creation of the department was like handing a starving child utensils without much actual food.

 

 

As the years have passed, we’ve used those tools for everything except nourishing students.

 

 

We’ve fed the child by guiding an empty fork into her cheek. We’ve poked and prodded her mouth with a knife.

 

 

The result hasn’t been for her benefit. Instead we’ve let special interests feed off of HERcharter schools, voucher schools, high stakes standardized testing corporations, the ed tech industry and even book and software publishers through the boondoggle of Common Core.

 

 

Many have insisted this misuse of the Department means we should do away with it entirely.

 

 

I disagree.

 

 

The child is still starving. It is still our responsibility to feed her.

 

 

You don’t do that by taking away her utensils.

 

 

Oh, you can feed her without them, but not very effectively. She can drink from the sink, but not as well as from a cup. She can eat with her hands, but not as easily as with utensils.

 

 

This latest proposed merger wouldn’t really satisfy anyone.

 

 

It wouldn’t do away with the department – it would hide it behind closed doors.

 

 

It would simply make it harder to see what was happening to it.

 

 

Moreover, it betrays an ideological bias against education for its own sake. Making the Department of Education part of the Department of Labor implies that the only reason one goes to school to learn job skills.

 

 

One can imagine a newly reorganized federal effort to cut anything from our schools that couldn’t be immediately connected with becoming a worker drone. And I don’t mean to imply this would be a new effort, because it’s already what President’s George W. Bush and Barack Obama were using the Department to achieve. But now it would be in the shadows and who knows what monstrosity could grow without the cleansing light of day?

 

 

This would help no one. It would be a continuation of the status quo (or possibly a doubling down on it) under a different name.

 

 

No one needs that.

 

 

What we need is to roll up our sleeves and meet students’ needs.

 

 

The child is hungry.

 

 

She has been sitting before us starving for decades and all we’ve done is give her the means to eat without the food.

 

 

Isn’t it time someone open the cupboard and get this kid something to eat!?

 


 

Like this post? I’ve written a book, “Gadfly on the Wall: A Public School Teacher Speaks Out on Racism and Reform,” now available from Garn Press. Ten percent of the proceeds go to the Badass Teachers Association. Check it out!

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The Necessity and Importance of Teachers

teacher-elementary-Getty-blog

  

Are teachers necessary?

 

 

That’s the question big business is asking.

 

 

Well, “asking” isn’t really the right word. They’re implying an answer.

 

 

Hedge fund mangers and ed tech soothsayers are betting hundreds of millions of dollars that educators aren’t really all that important.

 

 

They’re planning a future where real live people play a much smaller role in student learning.

 

 

They’re mapping out a world where kids don’t even have to go to school to grasp the basics, where learning can be accomplished anywhere but instigated, tracked, and assessed on-line through various computer platforms.

 

 

It’s called a learning ecosystem, personalized learning, competency based or individualized education. With little to no guiding principles, management or oversight, kids would engage in educational tasks on various devices in order to earn digital badges.

 

 

Children would bounce from a few hours of Khan Academy videos here to a software package there and Voila! “Modern” education!

 

 

It’s a brave new world where investors hope to make a bundle by reducing the cost and pocketing the savings.

 

 

Since teachers are the biggest cost, they’re the first things to go.

 

 

Since their rights as workers and human beings are a roadblock on this learning superhighway, they’re the first to go.

 

 

And since they’re in a prime position to see exactly what’s going on and to object when this ed tech paradise exploits the students it ostensibly is being built for, they MUST go – now, as soon as possible.

 

 

The Supreme Court’s recent decision in Janus v AFSCME is part of that process. It’s another way to weaken labor and clear the path for business – the collusion of politics and corporations to steamroll the rest of us and swipe more of our money regardless of the children in the steamrollers way.

 

 

So when I ask “Are teachers necessary?” it’s not a purely philosophical question.

 

 

The answer will have a major impact on both the education of today and where we go in the future.

 

 

If teachers are not necessary, that removes one of the biggest obstacles to this frightening and uncertain future.

 

 

Unfortunately, no matter how much I want to answer in the affirmative that teachers are necessary, I can’t do so.

 

 

Even after thousands of years of recorded history, learning remains a mysterious process. Yet it doesn’t take much reflection to realize that it can take place without the presence of a teacher.

 

 

Some things can be figured out solely by the learner in the right circumstances.

 

 

 

In fact, many academic studies have shown that teachers are not even the most important factor in the process.

 

 

Roughly 60% of academic achievement can be explained by family background – things like income and poverty level. School factors only account for 20% – and of that, teachers account for 15%. (see Hanushek et al. 1998; Rockoff 2003; Goldhaber et al. 1999; Rowan et al. 2002; Nye et al. 2004).

 

 

Estimates vary somewhat from study to study, but the basic structure holds. The vast majority of impact on learning comes from the home and out-of-school factors. Teachers are a small part of the picture. They are the largest single factor in the school building, but the school, itself, is only one of many components.

 

In short, teachers are not necessary to student learning.

 

But neither are doctors necessary to healing or lawyers necessary to acquittals.

 

Necessity is a very high bar.

 

To survive, you need food, shelter and clothing. However, having all three does not mean you have a good life. Slaves had all three – no free person would choose to trade places with someone in generational servitude simply because they had everything they needed to survive.

 

The same with medicine. If shot in the arm, you could provide me with all the medical equipment necessary to remove the bullet, but I would still have a difficult time doing it by myself. I COULD. A doctor is not NECESSARY for that operation. But without a doctor present, my chances of getting the best medical care drop dramatically.

 

Moreover, you could pop me in a courtroom without the benefit of legal counsel and it’s not impossible that I could argue my way to the dismissal of all charges against me. But the likelihood of doing so is infinitesimal – as undocumented youngsters are discovering when forced into the courtroom to defend against deportation without an attorney or even their parents present.

 

The same is true of education.

 

Though teachers are not necessary to learning, they are vital to it.

 

Having a teacher dramatically boosts a student’s chances, and the more disadvantaged that student is, the more he or she benefits from an educator.

 

The academic schemes of the corporate class amount to changing the field into the equivalent of an automated teller or a business robocall.

 

You can purchase your groceries through the self-checkout line. You can get your customer service from an automated list. But neither of these are the highest quality service.

 

They are cheap alternatives.

 

They are ways for the business to cut costs and boost profits. Neither have anything to do with making things better for the customer.

 

And when it comes to education, eliminating (or even drastically reducing access to) the teacher will decrease the quality of the service beyond recognition.

 

A 2009 report, Poverty and Potential: Out-of-School Factors and School Success, released by the Great Lakes Center for Education Research and Practice outlined several real world solutions to increase academic outcomes. None of them involve the elimination of teachers.

 

They are:

 

1. Reduce the rate of low birth weight children among African Americans

2. Reduce drug and alcohol abuse

3. Reduce pollutants in U.S. cites and move people away from toxic sites

4. Provide universal and free medical care for all citizens

5. Insure that no one suffers from food insecurity

6. Reduce the rates of family violence in low-income households

7. Improve mental health services among the poor

8. More equitably distribute low-income housing throughout communities

9. Reduce both the mobility and absenteeism rates of children

10. Provide high-quality preschools for all children

11. Provide summer programs for students from low-income homes to reduce summer losses in their academic achievement.

 

These are ways you improve education FOR CHILDREN.

 

This is how you make things better FOR THE LEARNER and not necessarily for the investor class.

 

And when it comes to teachers, there are numerous ways you can help them provide support for students.

 

First of all, hire more of them!

 

Today’s public schools employ 250,000 fewer people than they did before the recession of 2008–09. Meanwhile enrollment has increased by 800,000 students.

 

So if we wanted our kids to have the same quality of service children received in this country only a decade ago, we’d need to hire almost 400,000 more teachers!

 

That’s how you cut class size down from the 20, 30, even 40 students packed into a room that you can routinely find in some districts today.

 

And if you want to improve the quality of the teachers in those classrooms, here’s an easy fix – pay them.

 

According to the Economic Policy Institute, teachers in the United States make 14 percent less than people from professions that require similar levels of education.

 

Sadly, it only gets worse as time goes on.

 

Teacher salary starts low, and grows even more slowly.

 

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According to a report by the Center for American Progress, on average teachers with 10 years experience only get a roughly $800 raise per year. No wonder more than 16 percent of teachers have a second or third job outside of the school system. They simply can’t survive on the salary.

 

They can’t buy a home or even rent an apartment in most metropolitan areas. They can’t afford to marry, raise children, or eke out a middle class existence.

 

If you want to attract the best candidates to the profession, you need to make it more attractive. One way to do that is to increase the salary.

 

And finally, stop micromanaging everything teachers do and stomping on their rights. To do their job effectively teachers need autonomy. They need the ability to make decisions on the ground based on the empirical evidence gathered in the classroom.

 

Moreover, they need the freedom to speak out when something is going wrong in their buildings or districts. When software packages are purchased that spy on students for corporations, they need the ability to sound the alarm. When high stakes standardized testing is out of control, they need to be able to voice their objections. When shoddy, second-rate academic standards are forced onto them by politicians and business people, they need to be able to blow the whistle.

 

To do that, they need their union protections. They need collective bargaining rights to give them the power to counterbalance the forces of greed and corruption that have always been at the schoolhouse door.

 

As a country we have taken our attention away from what’s really important. We’ve stopped focusing on how to make education better and instead equated it with how to make it more profitable for those who are already wealthy.

 

Teachers are vital to education. They are lifelines to struggling students. We should find ways to support them and not constantly undercutting their social standing, autonomy and rights.

 

The importance of teachers is beyond doubt. As is the importance of society in supporting them.

 


 

Like this post? I’ve written a book, “Gadfly on the Wall: A Public School Teacher Speaks Out on Racism and Reform,” now available from Garn Press. Ten percent of the proceeds go to the Badass Teachers Association. Check it out!

WANT A SIGNED COPY?

Click here to order one directly from me to your door!

 

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This Fathers Day Let’s Be Worthy of Our Children

Fathers-Day-Gifts-for-Kids-to-Make

 

My daughter wrote me a card for Father’s Day.

 

 

It had a heart on the front and the following message on the back:

 

 

“Happy Fathers Day! Dad, you are my superstar. You help me when I’m sad. And I love everything you do for me. That is why I wish you a Happy Fathers Day.”

 

 

It was a sweet token of affection from a 9-year-old to her sleepy daddy sitting at the kitchen table.

 

 

But it got me thinking.

 

 

All over this country fathers are probably receiving something similar from their children.

 

 

Hawaiian shirts, blotchy neckties and more finger paintings than you could fit in the Louvre.

 

 

But the sentiment is probably the same.

 

 

Thank you for being there for me.

 

 

But are we there for America’s children?

 

 

We may be there for our own kids, but where genetics end, are we there for others?

 

 

Our government has separated approximately 2,000 children from their parents at the border, according to the Department of Homeland Security.

 

 

Two thousand children forcibly separated from their parents in our name and we dare to celebrate Father’s Day?

 

 

From April through May, the policy has separated 1,995 minors from 1,940 adults traveling with them who said they were the children’s guardians.

 

 

A country that doesn’t respect the rights of parents – even if those parents aren’t documented US citizens – has no right to pretend it values fatherhood or motherhood.

 

 

At best, we value WHITE parenthood, and that, my friends, is not good enough.

 

 

Look at what we subject our own children to in the public school system.

 

 

We segregate our schools by race and class so we can horde resources for wealthy and middle class white kids while providing the bare minimum to the poor and children of color.

 

 

In the name of accountability we bestow upon them high stakes standardized tests to “prove” even those meager funds are wasted – yet we ignore the financial disparity, the social problems, the health issues and a host of other obstacles the underprivileged face.

 

 

The only help we’re willing to offer is privatized schools that can pocket a portion of their funding and reduce resources for these kids. We demand local control and democratically elected school boards for rich white kids, but expect the poor brown ones at charter and voucher schools to get along with appointed boards where their parents have no choice except to take it or leave it.

 

 

Does a society that routinely treats its children this way deserve a thank you card? I think not.

 

 

Last month, the CDC released a report indicating that the U.S. birth rate ― the number of babies born nationwide ― is the lowest it’s been in 30 years and is below the “replacement” rate needed to sustain the population.

 

Various media sources were quick to blame women nationwide. Women put off having kids because they want to focus on careers. They aren’t sexy or submissive enough.

 

Yet few look at the responsibilities of men in this equation.

 

Who is it behind the salary gap between men and women? Who conflates women’s healthcare with abortion and communism? Who makes it easier to get a gun in this country than proper maternity leave, childcare or any adequate resources to make having a family sustainable?

 

Answer: men.

 

We’re grossly over-represented in government, business and management.

 

We don’t even support men who want to have families. Men make more money than women, but salaries are down for them as well. If there’s little support for pregnant women, there’s little support for the fathers who impregnated them.

 

We pretend family values are the bedrock of our society but we don’t do much to support families.

 

And when we look to the future, it doesn’t appear to be getting any better.

 

Big business and huge corporations are salivating all over the prospect of further monetizing our children.

 

They’re piloting scores of so-called personalized learning programs, apps and devices to spy on children and monitor every aspect of their learning.

 

Not only are they asking kids whether they feel excited or bored by canned test prep lessons provided on-line, they’re focusing cameras on children’s faces, monitoring their breathing and heart rate. They’re collecting mountains of data with little accountability, privacy or even the promise of these things.

 

Investment bankers and hedge fund managers are funding these programs and more to create a priceless database on each individual child that can be used for lifelong marketing, job placement, even profiling by law enforcement.

 

These are not practices that are done in the best interest of children. They are in the best interest of investors and free market privateers.

 

No wonder fewer people are having children! They don’t want their kids to become helpless victims to a society that cares less and less about our humanity and more and more about our marketability.

 

It is us vs. them – where the us is significantly limited by race, economics and class.

 

So this Fathers Day, we need to do more than accept a congratulatory pat on the back.

 

We need to accept our responsibility for the status quo.

 

If we don’t like the way things are, we need to commit ourselves to doing something about it.

 

Call and/or write your Senators and Representatives about the policy of separating undocumented parents and children. Visit your lawmakers’ offices and demand fair funding and an end to school segregation, high stakes testing and school privatization. Get active in your local school district going to meetings and making your voice heard. Do everything you can to educate the powers that be on the coming Ed Tech scandal and remove or block it from your district.

 

We’re not just fathers on Fathers Day.

 

We’re fathers all year long.

 

Let’s do something more to deserve it.

 


 

Like this post? I’ve written a book, “Gadfly on the Wall: A Public School Teacher Speaks Out on Racism and Reform,” now available from Garn Press. Ten percent of the proceeds go to the Badass Teachers Association. Check it out!

WANT A SIGNED COPY?

Click here to order one directly from me to your door!

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School Vouchers and Runaway EdTech Pave the Way for the Destruction of the Very Concept of School

andres

 

School is where you learn to learn.

 

A teacher with an advanced degree and decades of experience devotes her time to figuring out what helps you comprehend the world around you.

 

And, if she’s good, she imparts that lesson to you as well.

 

Imagine if we took that away.

 

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 EdTech entrepreneurs are trying to build.

 

And school vouchers are helping them do it.

 

Take Education Savings Accounts (ESAs) and other market based privatization schemes.

 

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.

 

At a public school all that money must be spent on the student. At a charter school some of that money can be pocketed as profit by the private company who runs the school.

 

Public schools provide a better alternative because the funding must be dedicated to the student, living within a district’s coverage area guarantees enrollment, the school must be managed by an elected school board with open meetings and a plethora of other amenities you won’t find at a privatized institution. But at least the charter school is a school!

 

However, an ESA or other voucher would allow that money to go elsewhere. It could go to funding the tuition at a private or parochial school where organizers can use it however they like – pocketing some and using the rest to help the child as you’ll find in most charter schools.

 

But as bad as that is, vulture capitalists want to add another destination for that money – let it pile up in the bank where it can be used for discrete education services provided by the EdTech industry.

 

It’s almost like homeschooling – without the loving parent being in charge.

 

It goes by many names – a learning ecosystem, personalized learning, competency based or individualized education.

 

But it’s really 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. We just transform a crappy job market where workers bounce from a few hours of minimum wage labor here to a few hours of minimum wage toil there – all without benefits or union protections – into learning. Children bouncing from a few hours of Khan Academy videos here to a software package there and Voila! “Modern” education!

 

In short, it’s school without the school or teachers.

 

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

 

The wealthy will still get institutions of learning. They will still be educated by the most qualified teachers in the world. They will still learn how to learn.

 

The best path to becoming a truly educated person involves human interaction and mentorship. You need experienced professional educators who use the empirical evidence they see in the classroom about your child to tailor lessons to their needs. The wealthy would never dream of making their children learn from the academic equivalent of an automated check out aisle or telemarketer robocall.

 

It is only the poor and middle class who will be released like chickens into the pasture of a learning ecosystem.

 

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! So all the stability of the pre-crash housing market! What could possibly go wrong!?

 

Let me be clear – this is the ultimate goal of the school privatization movement.

 

Charter and voucher schools are only the tip of the iceberg. They still require real human beings to act as teachers (though they need not be as well educated or have as much experience as public school teachers). They still require buildings and grounds.

 

But this depersonalized learning approach allows them to do away with all of that. They can just provide students with an Internet accessible device and some dubious on-line tracking and management system.

 

Then they can pocket all the rest of the money taxpayers put aside to educate children and call it profit.

 

And they can use the programs students access to “learn” as a way to gather valuable marketing data about our kids. Everything students do on the device is free market research – every word they input, every keystroke, every site visited down to the slightest eye movement.

 

This is the logical conclusion of the monetization of education and an economy that only sees value in others as human capital that can be bought, sold and exploited.

 

This is where the privatization movement is going. And they’re laying the groundwork in legislation being proposed in our state capitals today.

 

In Pennsylvania, for instance, Senate Bill 2 proposes the creation of just such ESAs. If approved, the immediate result would be to boost private and parochial schools.

 

However, given a few years to strengthen the technologies and systems needed for a full learning ecosystem, the same law would allow taxpayer money to be used in this way.

 

And it’s something hardly anyone is talking about.

 

We’re fighting the privatization systems of today as the plutocrats set up the privatization systems of tomorrow.

 

Even if school vouchers never take off to the degree necessary to scaffold the most robust learning ecosystems, EdTech lobbyists are trying to install as much of this garbage as they can into our existing schools.

 

They are using one-to-one iPad initiatives and grants to fund up-to-date computers, Wi-Fi networks and software packages to pave the way for this brave new world of digital exploitation. They are selling our test score obsessed bureaucrats software like iStation and IXL that bridge the gap between test prep and learning ecosystems lite.

 

You can walk into many schools today where students spend hours on-line earning digital badges for watching videos and taking stealth assessments.

 

Few people are sounding the alarm because few people understand what’s going on.

 

This is not conjecture. This is not a conspiracy theory. This is the goal the edtech entrepreneurs will gladly tell you all about hoping you’ll invest.

 

There are hours of videos, pages of documents, mountains of graphs, charts and graphics about how this scheme will pay off for investment bankers and venture capitalists. (See below)

 

The only true way to win this battle is a cultural shift away from dehumanizing runaway capitalism.

 

We need to stop thinking that the private sector is always better than the public good. We need to stop allowing big business and corporations to get away without paying their fair share. We need to increase the voice of citizens and decrease the megaphone of money and privilege.

 

Otherwise, the science fiction dystopias of books like “Ready Player One” will no longer be fiction.

 

They will become the reality for every school child in this country.

 

A reality where school, itself, is a thing of the past.

 

And education is reduced to the mercenary collection of discrete skills that add up to nothing of value for the students except their own enslavement.


 

But don’t take my word for it. Here is the learning ecosystems model from the EdTech industry, itself, in corporate officers own words and graphics:

LEARNING IS EARNING – the scariest 6:58 video you’ll ever see.

 

KNOWLEDGEWORKS Vision for the Future of Education:

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Graphic as a PDF

More on KnowledgeWorks

Listing for PARENTS AS CONSUMERS Symposium

Read all about it here.

 


FIGHT BACK AGAINST SCHOOL PRIVATIZATION AND RUNAWAY EDTECH:

Like this post? I’ve written a book, “Gadfly on the Wall: A Public School Teacher Speaks Out on Racism and Reform,” now available from Garn Press. Ten percent of the proceeds go to the Badass Teachers Association. Check it out!

WANT A SIGNED COPY?

Click here to order one directly from me to your door!

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