Linda Darling-Hammond vs. Linda-Darling Hammond – How a Once Great Educator Got Lost Among the Corporate Stooges

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Linda Darling-Hammond is one of my education heroes.

 

Perhaps that’s why her recent article in the Washington Post hurts so much.

 

In it, she and her think tank buddies slam education advocates Diane Ravitch and Carrol Burris for worrying about who governs schools – as if governance had nothing to do with quality education for children.

 

I’d expect something like that from Bill Gates.

 

Or Campbell Brown.

 

Or Peter Cunningham.

 

But not Hammond!

 

She’s not a know-nothing privatization flunky. She’s not a billionaire who thinks hording a bunch of money makes him an authority on every kind of human endeavor.

 

She’s a bona fide expert on teacher preparation and equity.

 

She founded the Center for Opportunity Policy in Education at Stanford University, where she is professor emeritus.

 

And she was the head of Barrack Obama’s education policy working group in 2008 when he was running for President.

 

In fact, she was the reasons many educators thought Obama was going to be a breath of fresh air for our schools and students. Everyone thought she was a lock for Education Secretary should Hope and Change win the day. But when he won, he threw her aside for people like Arne Duncan and John King who favored school privatization and high stakes standardized testing.

 

These days she spends most of her time as founder and president of the California-based Learning Policy Institute.

 

It’s a “nonprofit” think tank whose self-described mission is “to conduct independent, high-quality research to improve education policy and practice.”

 

The Learning Policy Institute published a report called “The Tapestry of American Public Education: How Can We Create a System of Schools Worth Choosing for All?

 

The report basically conflates all types of choice within the public school system.

 

On the one hand, it’s refreshing to have policy analysts admit that there ARE alternatives within the public school system above and beyond charter and voucher schools.

 

On the other, it’s frustrating that they can’t see any fundamental differences between those that are publicly managed and those outsourced to private equity boards and appointed corporate officers.

 

Hammond and her colleagues Peter Cookson, Bob Rothman and Patrick Shields talk about magnet and theme schools.

 

They talk about open enrollment schools – where districts in 25 states allow students who live outside their borders to apply.

 

They talk about math and science academies, schools focusing on careers in health sciences and the arts, schools centered on community service and social justice, international schools focused on global issues and world languages, and schools designed for new English language learners.

 

They talk about schools organized around pedagogical models like Montessori, Waldorf and International Baccalaureate programs.

 

And these are all options within the public school system, itself.

 

In fact, the report notes that the overwhelming majority of parents – three quarters – select their neighborhood public school as their first choice.

 

However, Hammond and co. refuse to draw any distinction between these fully public schools and charter schools.

 

Unlike the other educational institutions mentioned above, charter schools are publicly funded but privately run.

 

They take our tax dollars and give them to private equity managers and corporate appointees to make all the decisions.

 

Though Hammond admits this model often runs into problems, she refuses to dismiss it based on the few instances where it seems to be working.

 

Despite concerns from education advocates, fiscal watchdogs and civil rights warrior across the country, Hammond and co. just can’t get up the nerve to take a stand.

 

The NAACP and Black Lives Matter have called for a moratorium on all new charter schools in the country. Journey for Justice has requested a focus on community schools over privatization. But Hammond – a once great advocate for equity – can’t get up the moral courage to stand with these real agents of school reform.

 

She stands with the corporate school reformers – the agents of privatization and profit.

 

“School choice is a means that can lead to different ends depending on how it is designed and managed…” write Hammond and her colleagues.

 

In other words, if charters result in greater quality and access for all students, they are preferable to traditional public schools.

 

However, she admits that charters usually fail, that many provide worse academic outcomes than traditional public schools serving similar students.

 

She notes that 33% of all charters opened in 2000 were closed 10 years later. Moreover, by year 13, that number jumped to 40%. When it comes to stability, charter schools are often much worse than traditional public schools.

 

And virtual charter schools – most of which are for-profit – are even worse. They “…have strong negative effects on achievement almost everywhere and graduate fewer than half as many of their students as public schools generally.”

 

However, after noting these negatives, Hammond and co. go on to provide wiggle room for privatization. They discuss how state governments can do better making sure charter schools don’t go off the rails. They can provide more transparency and accountability. They can outlaw for-profit charters and put caps on the number of charters allowed in given districts and states, set rules on staffing and curriculum – all the kinds of measures already required at traditional public schools.

 

But the crux of their objection is here:

 

“In a recent commentary in this column, authors Diane Ravitch and Carol Burris erroneously asserted that our report aims to promote unbridled alternatives to publicly funded and publicly operated school districts. Quite the opposite is true.”

 

In other words, they continue to lump privatized schools like charters in with fully public schools.

 

They refuse to make the essential distinction between how a school is governed and what it does. So long as it is funded with public tax dollars, it is a public school.

 

That’s like refusing to admit there is any difference in the manner in which states are governed. Both democracies and tyrannies are funded by the people living in those societies. It does not then follow that both types of government are essentially the same.

 

But they go on:

 

“The report aims to help states and districts consider how to manage the broad tapestry of choices available in public schools in ways that create quality schools with equitable access and integrative outcomes.”

 

Most tellingly, the authors admonish us to, “Focus on educational opportunities for children, not governance structures for adults” (Emphasis mine).

 

The way a school is governed is not FOR ADULTS. It is FOR CHILDREN. That is how we do all the other things Hammond and co. suggest.

 

“Work to ensure equity and access for all.”

 

That doesn’t just happen. You have to MAKE it happen through laws and regulations. That’s called governance.

 

“Create transparency at every stage about outcomes, opportunities and resources.”

 

That’s governance. That’s bureaucracy. It’s hierarchy. It’s one system overlooking another system with a series of checks and balances.

 

“Build a system of schools that meets all students’ needs.”

 

Again, that doesn’t just happen. We have to write rules and systems to make it happen.

 

Allowing private individuals to make decisions on behalf of private organizations for their own benefit is not going to achieve any of these goals.

 

And even in the few cases where charter schools don’t give all the decisions to unelected boards or voluntarily agree to transparency, the charter laws still allow them to do this. They could change at any time.

 

It’s like building a school on a cliff. It may be fine today, but one day it will inevitably fall.

 

I wrote about this in detail in my article “The Best Charter School Cannot Hold a Candle to the Worst Public School.”

 

It’s sad that Hammond refuses to understand this.

 

I say “refuse” because there’s no way she doesn’t get it. This is a conscious – perhaps political – decision on her part.

 

Consider how it stacks up against some of the most salient points she written previously.

 

For instance:

 

“A democratic education means that we educate people in a way that ensures they can think independently, that they can use information, knowledge, and technology, among other things, to draw their own conclusions.”

 

Now that’s a Linda Darling-Hammond who knows the manner in which something (a state) is governed matters. It’s not just funding. It’s democratic principles – principles that are absent at privatized schools.

 

“Bureaucratic solutions to problems of practice will always fail because effective teaching is not routine, students are not passive, and questions of practice are not simple, predictable, or standardized. Consequently, instructional decisions cannot be formulated on high then packaged and handed down to teachers.”

 

This Linda Darling-Hammond is a fighter for teacher autonomy – a practice you’ll find increasingly constrained at privatized schools. In fact, charter schools are infamous for scripted education, endless test prep and everything Hammond used to rail against.

 

“In 1970 the top three skills required by the Fortune 500 were the three Rs: reading, writing, and arithmetic. In 1999 the top three skills in demand were teamwork, problem-solving, and interpersonal skills. We need schools that are developing these skills.”

 

I wonder what this Linda Darling-Hammond would say to the present variety. Privatized schools are most often test prep factories. They do none of what Hammond used to advocate for. But today she’s emphatically arguing for exactly the kind of school she used to criticize.

 

“If we taught babies to talk as most skills are taught in school, they would memorize lists of sounds in a predetermined order and practice them alone in a closet.”

 

Isn’t this how they routinely teach at charter schools? Memorize this. Practice it only in relation to how it will appear on the standardized test. And somehow real life, authentic learning will follow.

 

“Students learn as much for a teacher as from a teacher.”

 

Too true, Linda Darling-Hammond. How much learning do you think there is at privatized schools with much higher turnover rates, schools that transform teachers into glorified Walmart greeters? How many interpersonal relationships at privatized institutions replacing teachers with iPads?

 

“Life doesn’t come with four choices.”

 

Yes, but the schools today’s Linda Darling-Hammond are advocating for will boil learning down to just that – A,B,C or D.

 

“We can’t fire our way to Finland.”

 

Yet today’s Linda Darling-Hammond is fighting for schools that work teachers to the bone for less pay and benefits and then fire them at the slightest pretense.

 

In short, I’m sick of this new Linda Darling-Hammond. And I miss the old Linda Darling-Hammond.

 

Perhaps she’s learned a political lesson from the Obama administration.

 

If she wants a place at the neoliberal table, it’s not enough to actually know stuff and have the respect of the people in her profession.

 

She needs to support the corporate policies of the day. She needs to give the moneymen what they want – and that’s school privatization.

 

This new approach allows her to have her cake and eat it, too.

 

She can criticize all the evils of actual charter schools while pretending that there is some middle ground that allows both the monied interests and the students to BOTH get what they want.

 

It’s shrewd political gamesmanship perhaps.

 

But it’s bad for children, parents and teachers.


 

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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Grit is Sh!t – It’s Just an Excuse to do Nothing for Struggling Students

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Let’s say you’re out in public and you see a crying child alone in the street.

 

What would you do?

 

Would you run up to her and help? Or would you just shrug, mutter some derisive comment about the brat and walk on?

 

Our public school policymakers want us to do the later. In fact, they have a whole pedagogical justification for ignoring the needs of children.

 

It’s called “academic tenacity,” a “growth mindset” or “grit.”

 

And it goes something like this:

 

That child isn’t learning? If she just worked harder, she would.

 

It’s the political equivalent of “pull yourself up by your own bootstraps” applied to the classroom.

 

And it’s super helpful for politicians reluctant to allocate tax dollars to actually help kids succeed.

 

The idea and the euphemisms used to describe it were coined by Carol Dweck as early as 1999. It was subsequently popularized by seventh-grade math teacher and psychologist Angela Duckworth.

 

In the early 2000s, Duckworth realized that IQ wasn’t the only thing separating successful students from those who struggled. There was also the tendency to overcome adversity or not.

 

Hey, Angela. Darwin called. He wants his Theory of Natural Selection back.

 

You know Survival of the Fittest was never meant to be prescriptive. As human beings, we’re supposed to be better than mere animals that typically leave the pack’s sick and injured behind to get eaten by predators.

 

But whatever.

 

The term “grit,” is defined as a “passion and perseverance for long-term goals,” according to Frontiers in Psychology. And it’s become one of the buzziest of buzzwords in academia.

 

So much so, that as you’re reading this, standardized test manufacturers are working to develop an assessment to find it in students.

 

The agencies that administer the National Assessment of Education Progress (NAEP) and the Program for International Student Assessment (PISA) are close to including character assessments as a measure of student performance.

 

Oh goody!

 

They foresee a brave new world where multiple-choice tests will determine not just the entire scope of human knowledge but character as well!

 

But what no one wants to admit is that grit is… well… shit.

 

It’s just an excuse for a society that refuses to help those most in need.

 

In our world, there are haves and have-nots. But if we stop there, we ignore how and why this situation came to be.

 

Who places kids into segregated schools? WE DO.

 

Who allocates funding based largely on parental income? US.

 

We set kids up to succeed or fail before they even enter the school system with an economy that rewards the already rich and punishes generational poverty.

 

Yet when anyone suggests offering help to even the playing field – to make things more fair – a plethora of policy wonks wag their fingers and say, “No way! They did it to themselves.”

 

It’s typical “blame the victim” pathology to say that some kids get all the love, time and resources they need while others can do without — they just need more “grit” and a “growth mindset.”

 

Life’s tough. Get over it.

 

That’s easy for YOU to say! Because it’s the have’s who make the rules, it’s the people at the top who are telling the people at the bottom they’re to blame for their own suffering.

 

So you forget all the ways society has helped you and yours. YOU deserve all the credit for your successes.

 

But for those people over there, let’s forget all the ways society has refused to help and instead blame THEM for not overcoming the obstacles (we put) in their path.

 

Don’t get me wrong. I’m not saying effort counts for nothing. But it’s part of a complicated matrix of nature and nurture.

 

Our environments shape us, but we have some control over what we do with what we’re given.

 

Yet as a society, we can’t simply ignore our responsibilities toward others and throw it all on the individual.

 

Good teachers know how to get the best out of their students. We know that most kids – if given a safe, encouraging environment – can succeed.

 

The key often is to scaffold that success. Give them something to do that they can actually master. Then give them something slightly more challenging.

 

You teach them that they have the ability to succeed and success becomes a self-fulfilling prophecy – and not the opposite.

 

However, the teacher – and even the school, itself – can only do so much.

 

As a society, we need to change the environment in which these kids grow up.

 

We need to fully fund our public schools to meet the needs of all students. That means more funding, services and opportunities for the underserved than for those who already have the best of everything and don’t need to rely as heavily on the school system for support.

 

We need wraparound services, counseling, tutoring, after school programs, community schools, jobs programs, continuing education for adults and other services to help heal the trauma of growing up poor in America.

 

But leaving it all to this magical thing called “grit” is just ignoring our responsibilities to our fellow human beings.

 

When you see someone suffering, you need to help them – not comfort yourself with excuses for ignoring 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!

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Pennsylvania’s Keystone Exam – the Monster We Refuse to Let Die

 

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Let’s say there was a monster loose in Pennsylvania and you caught it.

 

Its days of wandering loose causing chaos and destruction were over.

 

But what would you do with such a beast now?

 

Would you kill it outright? Stop it from ever hurting anyone ever again?

 

Or would you simply neutralize it – place it perhaps in the center of a labyrinth, continue feeding it, and in fact create a whole religion based on worshipping it?

 

In the keystone state, we have just such a creature, and we’re going with the second option – the maze, nourishment and a cult.

 

The monster is, of course, the Keystone Exams. And like the Minotaur of ancient myth, we’re building a bureaucratic prison in which to house it.

 

Sure, we’ve spent billions of dollars on these unnecessary, badly written and biased graduation assessments.

 

And, heck, it would just make more sense to stop doing something that isn’t working, wastes money and causes legitimate problems for students.

 

But this is Pennsylvania! We’re not going to admit we made a mistake. Better to bury it under red tape and pretend like this is what we meant all along. Nothing to see here, folks. Nothing to see…

 

When lawmakers originally came up with this plan… correction: when testing companies bribed federal lawmakers to force state lawmakers to enact this cockamamey plan – it was supposed to function as a graduation requirement.

 

Pass these tests or no diploma for you.

 

However, somehow Harrisburg politicians couldn’t get up the nerve to actually bar tens of thousands of worthy students from graduating when they had already proven they deserved it by passing 12 years of grade school.

 

So after kicking the can down the road for more than 6 years, they came up with this solution. Make it a graduation requirement, but include a whole truckload of other options that could count instead.

 

In short, we’re creating endless corridors of paperwork, placing the tests in the center and going on with our day.

 

The good news: if students can make it through the labyrinth, they never need to take or pass the Keystone Exams!

 

The bad news: we’re still paying millions of dollars to support these tests and we’re still forcing our teachers to make all instruction about them.

 

And that’s what we in the Commonwealth call a “victory.”

 

Yippee!

 

The bill to circumvent the Keystone Exams by providing multiple means of getting a diploma was passed by the state house and senate. Gov. Tom Wolf is expected to sign it into law this week.

 

If he does, students will still be given the Keystone Exams (unless opted out) and could demonstrate they’re worthy of a diploma by passing them. But students will have many additional ways to prove they’re worthy of a cap and gown, such as:

 

  • Show proficiency on the SAT, PSAT or ACT;
  • Pass an Advanced Placement or International Baccalaureate exam;
  • Complete a dual-enrollment program;
  • Complete an apprenticeship program;
  • Get accepted to an accredited four-year nonprofit institution of higher education;
  • Complete a service-learning project;
  • Secure a letter of full-time employment;
  • Achieve an acceptable score on a WorkKeys assessment, an exam administered by the ACT which assesses workplace skills including math, reading comprehension and applied technology.

 

To sweeten the pot even further, this won’t even go into effect until the 2021-22 school year.

 

So in four years, high school seniors will be racing to submit their letters of college admission, or letters of employment or SAT scores or whatever to prove they actually deserve that diploma.

 

But that will not be the end of it.

 

Just because victims thrown into the labyrinth have an easy path to avoiding the monster doesn’t mean the monster won’t affect them.

 

Teaching evaluations are still based on test scores. Schools evaluations are still based on test scores.

 

This continues the tremendous state pressure for local districts to make instruction all about testing.

 

Kids don’t have to pass the test, but their everyday classroom experiences will still be largely determined by these test.

 

Heck, many districts will probably “voluntarily” decide to make passing the test a graduation requirement just to force their students to take them seriously.

 

So anyone who’s out celebrating that the Keystone Exams are dead is premature.

 

State Sen. Andy Dinniman, at least, understands this.

 

“Remember, the Keystones have been delayed and the graduation requirement associated with them has been stopped, but they will still be required in Pennsylvania schools for federal accountability,” he said in statement.

 

“Meanwhile, we know they are expensive, redundant and unnecessary and I will continue to work to end them once and for all.”

 

Dinniman, a Democrat, is minority chair of the Senate Education Committee.

 

It’s a problem all too typical in the state.

 

Most lawmakers are too timid to take any type of real stand. They’d rather support some half-measure so they can claim to be in favor of either or both sides of an argument.

 

For instance, consider the time it takes to finish the tests.

 

Parents, teachers and students have complained about how these assessments waste academic time that could be better used to teach the necessary skills needed to pass.

 

So Gov. Wolf cut the Keystone Exams and Pennsylvania System of School Assessment (PSSA) test by a total of almost 2 hours a year.

 

However, at the same time, his administration suggests students take a series of additional pretests that are supposed to predict success on the PSSA or Keystone Exams – tests such as the Classroom Diagnostic Tools (CDT) assessment.

 

If schools follow the state’s instructions and give students this exam in reading, math and science 3 to 5 times a year, that’s an additional 50-90 minutes per test. That comes to 22.5 hours of additional testing!

 

So 22.5 hours minus 2 hours equals… NOT A REDUCATION IN TESTING!

 

But it gives lawmakers plausible deniability.

 

They can claim to be cutting testing while actually suggesting we increase it.

 

And we see the same sort of thing here.

 

Lawmakers can claim to be reducing the power of the Keystone Exams while still enshrining it as the driving force behind all instruction in the state.

 

What we need are leaders and not politicians.

 

We need people willing to take a stand and do what’s right even if that puts them at odds with the moneyed special interests.

 

That takes more than polls and market analysis.

 

It takes moral courage.

 

But there’s no test for that.


 

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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Want to Make a Difference? Canvass for Local Candidates You Believe In

 

 

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Knock! Knock! Knock!

 

I stood there on the porch staring at my own knuckles in disbelief.

 

My 9-year-old daughter was looking up at me with a look like “What did you just do?”

 

But there was no time to say anything.

 

The door was opening.

 

An older gentleman stood in the entryway looking like he had just been stirred from sleep.

 

“Hello! Is this…” I began and Pam, who was standing next to me filled in the name.

 

“Yes,” he grumbled.

 

I introduced the three of us and told the man that we were canvassing his neighborhood for two local candidates running for state legislature.

 

And then I stopped because I wasn’t sure what to say next.

 

Luckily Pam jumped in and told him what our candidates stood for – education, healthcare and working families.

 

“Are these Democrats?” he groused. “I’m done with them. After what they did to that judge, I’m done.”

 

“You mean Kavanaugh?” I said.

 

He nodded.

 

My mouth opened to say something but what do you say?

 

Brett Kavanaugh was accused by multiple women of sexual assault but was saved from a thorough FBI investigation by his buddy, Donald Trump. He cried, whined and spouted partisan conspiracy theories yet still was confirmed to a lifetime appointment to the U.S. Supreme Court.

 

Really, what was this guy’s problem? Did he think we shouldn’t investigate Supreme Court Justices when credible accusers hurl accusation of abuse? Did he think Kavanaugh’s chief accuser – Dr. Christine Blasey Ford – made the whole thing up so that she could have her reputation forever tied to an attempted rape and her family displaced from their home and forced into hiding because of constant death threats? Did he think we should give privileged white guys lifetime judicial appointments based on what? Political affiliation? Skin tone?

 

 

Pam tried to bring up a few other topics – about how Republicans in our state of Pennsylvania are actively working to cut this man’s healthcare, calling this man’s generation “the greediest generation” and other topics.

 

But it did no good. Fox News had gotten there first.

 

So we handed him our campaign literature, thanked him and went on our way.

 

Sometimes that’s the best you can do.

 

And it’s not nothing.

 

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If you’re reading this blog, I’m assuming you’re a lot like me.

 

You see the madness of our modern age and wonder what the heck went wrong?

 

A reality TV show clown is President of the United States of America. And all over this country, the conservative clown car is spitting out candidates for major office.

 

Even here in the keystone state, we have Scott Wagner running for Governor on the leftover promises of our previous GOP Governorslashing education funding, firing teachers and lower taxes for the wealthy.

 

Meanwhile, the world is falling apart. The U.N. just released a major report finding that we have about a dozen years to make significant changes to our energy consumption or else global climate change will be irreversible. Yet our leaders complain there’s nothing they can do!

 

It’s enough to make one lose hope in the future.

 

As a father and a public school teacher, I can’t afford that despair.

 

There needs to be at least the slimmest glimmer of the possibility of a new day.

 

And I’m here to tell you, friends, it’s out there.

 

It starts with you.

 

If you want real progressive change, you have to go out there and make it – one day at a time.

 

We can turn back the tide of self-destruction. We can beat back the politics of bread and circuses. We can take back this country and build a better future.

 

But it will take more than one day.

 

It will take all of us, doing incremental good, every day we can.

 

So my suggestion is to make a commitment to voting this Nov. 6.

 

I know our electoral system is a mess. I know many people are being purged from the rolls and our districts are gerrymandered and the entire system is set up against us.

 

But if all of us try to vote, we can still win.

 

Find a candidate you can support and go out there and campaign for him or her.

 

I know there are a lot of phonies running for office. There are an awful lot of fake progressives who will talk nicely to your face and then sell you out to corporations and the wealthy at their first opportunity.

 

Just know that they’re not all like that.

 

Find yourself someone you can trust – probably someone new to the game coming on the scene to change things.

 

In the Pittsburgh area I found Lindsey Williams.

 

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Lindsey Williams and Me

 

She’s an amazing lady with real conviction running for State Senate in the 38th District – that’s most of Northern Allegheny County from Franklin Park eastward, as well as Highland Park and sections of East Liberty in Pittsburgh.

 

Her number one priority is the same as mine – education.

 

That should come as no surprise from a candidate who’s also the communications director for the Pittsburgh Federation of Teachers.

 

But Williams actually lives her values.

 

Before coming to Pittsburgh, she was fired for union organizing at the National Whistleblowers Center. Ironically, she was working there to tell the story of people who were retaliated against for reporting waste, fraud, and abuse, and found herself a target for attempting to organize a staff union. She eventually won the resulting case with the National Labor Relations Board.

 

When her campaign literature says she “won’t back down” fighting for working families. That’s what it means.

 

And her priorities – education, healthcare and labor – aren’t pie in the sky promises. She has a fiscally responsible plan to support them by creating a severance tax on natural-gas drilling and closing a loophole that allows businesses headquartered in other states to avoid state taxes. She wants to keep taxes low for homeowners while making sure the wealthy and corporations pay their fair share.

 

Perhaps that’s why a conservative dark money organization aligned with her Republican challenger, Jeremy Shaffer, has created knockoff campaign signs that look just like Williams with the word “Socialist” emblazoned on them.

 

It’s a desperation tactic.

 

Shaffer is down in the polls. The district – once a Republican stronghold – went to Hillary Clinton in the last election.

 

Even Shaffer, a Ross Township supervisor, is a throwback – he’s a far right extremist who primaried incumbent state Sen. Randy Vulakovich (R-Shaler) in May.

 

And his platform is nothing but tax cuts for the rich and school privatization for the rest of us. In effect, he’s a mini-Trump come to bring the circus to town.

 

So not only is Williams a candidate I can believe in, her race really matters to the overall state picture. If the Democrats only pick up her seat in November and don’t lose any others, we’ll crush the GOP’s veto-proof majority!

 

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But I didn’t come out this weekend just for Williams.

 

I also was there to canvass for Betsy Monroe, a Fox Chapel medical professional at Highmark running for State House in the same North Hills area.

 

She was inspired to get into politics after Trump’s election and the subsequent 2017 Women’s March.

 

She noticed that state Rep. Hal English (R-Hampton) had run unopposed in the last two elections, so she decided to run against him, herself.

 

Monroe was particularly angered by English’s vote to criminalize abortions after 20 weeks for all women in the Commonwealth. (The bill was vetoed by Democratic Gov. Tom Wolf back before the GOP had a veto proof majority.) She thought it was unfair for lawmakers to decide what adult women can do with their own bodies.

 

However, there was one other woman I was there to support – my own daughter.

 

For someone in elementary school, she is incredibly interested in politics. I caught her on Saturday literally writing political stump speeches for her stuffed animals. Let me tell you, Eeyore the donkey from the Hundred Acre Wood has some mighty progressive views on women’s rights!

 

I wanted my little one to see real women in politics, fighting to make a difference.

 
The news is always so grim. I wanted her to see that there are people out there fighting for the good.

 

And you know what? It helped me, too.

 

At this point I need to pause and give a huge “Thank You” to two people – Pamela Harbin and Jodi Hirsch.

 

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Me and Pamela Harbin

 

Jodi is an amazing organizer who put together the event in the first place.

 

I wanted to get more involved in the election and Jodi knew exactly how I could do that and which candidates I’d be most interested in.

 

Pam is a local activist I’ve known for years. I fought with her side-by-side against the statewide education budget cuts, charter schools, standardized testing and a host of Corporations Gone Wild shenanigans.

 

I was new to this whole canvassing thing, so she agreed to go with my daughter and me to show us the ropes.

 

I couldn’t have done it without her.

 

Thankfully, not every door we knocked on went like the grumpy gentlemen described above.

 

Frankly, most people weren’t home or didn’t answer the door.

 

Some people – especially young folks – proudly responded that they don’t vote or have no idea what’s going on.

 

Others were energized by what was happening and were looking forward to going to the polls and being heard.

 

“You know I’ll be there!” said one gentleman. “I’m straight Dem. Right on down the line. I’ve had enough of this Trump crap.”

 

But more people than I’d expected took pride in their nonpartisanship.

 

They wouldn’t commit to anything – just took our literature, heard us out and said they’d decide at the polls.

 

I always wondered what an undecided voter looked like. I saw a lot of them this weekend.

 

But that’s why we were there – to help nudge the uncommitted.

 

Hopefully on Nov. 6 they’ll think of Pam, my daughter and me.

 

Maybe even the Fox News fan who thought Kavanaugh got a raw deal will have his resolved softened.

 

Maybe he’ll think of my daughter’s chubby cheeks and innocent eyes as he considers voting for people who’d gladly steal her future for the prospect of more tax cuts for the rich.

 

Then again, maybe not. But who knows?

 

We tried.

 


If you live in Pennsylvania and want to get involved, click HERE.


 

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 Best Way to Prepare for School Shootings is to Reduce the Chances They’ll Happen at All

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I participated in yet another active shooter drill at my school this week.

 

“Death to the infidels!” shouted Mr. O’Grady, one of my fellow teachers, as he stormed the classroom with a Nerf blaster rifle.

 

I had stuffed myself under a table in another teacher’s reading nook.

 

But it did no good.

 

One of the soft yellow balls came sproinging out of the gun and bounced off the carpet into my groin.

 

Then someone blew a whistle and the scenario was over.

 

The classroom full of teachers collected ourselves from behind overturned tables and under desks before uncertainly getting to our feet.

 

“Who got hit?” asked the principal as he poked his head into the room.

 

A flurry of hands went up including mine.

 

The students had been dismissed about an hour earlier. The body count was made up entirely of faculty and staff – teachers, administrators, security guards, substitutes, lunch ladies, etc.

 

The lesson we were supposed to take away from the activity was that hiding was a losing strategy.

 

“Do something,” one of the police officers conducting the drill said.

 

They wanted us to swarm the shooter, throw things at him (Nerf balls in our scenario) or make a run for it. Anything but simply staying put and being sitting ducks.

 

It made me wonder why our lawmakers don’t heed the same advice.

 

Do something?

 

Yeah. Why doesn’t Harrisburg do something? Why doesn’t Washington?

 

That’s where you can make a real difference to keep our schools safe.

 

Instead of making the world safer for our kids, we’re trying to lock them up in a castle and keep the violence out.

 

But it’s impossible. You can’t keep out human nature.

 

The same things that cause shooters to enter the school and go on a killing spree are already in our classrooms.

 

O’Grady may have imagined he was a member of Al-Qaeda as he pretended to blow his co-workers away, but if a shooter ever enters our building, he’s more likely to be a co-worker, parent or student.

 

We don’t need more ways to keep them out. We CAN’T keep them out and still do our jobs!

 

All we can do is try to alleviate the pressure, to counsel mental distress, heal physical trauma, guard against societal hurts.

 

And if that doesn’t work, we can lower the stakes and limit the amount of damage done.

 

Turning the school into a prison will not help. Turning teachers into guards (armed or otherwise) will not solve anything.

 

Back in 1999 in the wake of the Columbine school shooting, the Secret Service and U.S. Department of Education warned against all the things we’re doing now – police officers in the schools, metal detectors, cameras, etc.

 

Instead, they advised us as follows:

 

“Specifically, Initiative findings suggest that [school] officials may wish to consider focusing their efforts to formulate strategies for preventing these attacks in two principal areas:

 

  • developing the capacity to pick up on and evaluate available or knowable information that might indicate that there is a risk of a targeted school attack; and,

 

  • employing the results of these risk evaluations or “threat assessments” in developing strategies to prevent potential school attacks from occurring.”

 

 

That means prevention over disaster prepping. Homeland Security and education officials wanted us to pay close attention to our students, their needs and their struggles.

 

We keep our schools safe by looking to the humans in them and not new ways to barricade the building or watch the whole disaster unfold on closed circuit TV.

 

The fact is that our schools are actually much safer than the communities that support them. Numerous studies have concluded that students are more secure in school than on the streets or even in their own homes.

 

If we want to make the schools safer, we need to make the communities safer.

 

And, no, I’m not just talking about high poverty neighborhoods populated mostly by people of color. I mean everywhere – in our society, itself.

 

There are too many guns out there. We have more firearms than people!

 

According to the Graduate Institute of International and Development Studies in Geneva, Americans now own 40 per cent of all guns in the world – more than the next 25 countries combined. And with every mass shooting and the hysteria trumped up by gun manufacturers with each surge in profits, that number continues to climb.

 

You can do whatever you want to the schools, but you’ll never increase safety until you deal with THAT problem.

 

The fact is countries with more guns have more gun deaths. States and Countries with more rigorous gun control have fewer gun deaths.

 

(If you doubt it, see Florida’s “The Geography of Gun Deaths,” and a 2016 review of 130 studies in 10 countries, published in Epidemiologic Reviews.)

 

We need sane, sensible gun regulations. We need government buyback programs. And we need to smash the NRA’s stranglehold on our political process.

 

These ridiculous safety drills are simply whistling in the dark.

 

They’re not harmless. They’re HARMFUL.

 

They actually make our schools less safe.

 

Metal detectors, surveillance cameras, and resource officers do not create safer schools. According to a study released by the National Association of School Psychologists :

 

“There is no clear research evidence that the use of metal detectors, security cameras, or guards in schools is effective in preventing school violence (Addington, 2009; Borum, Cornell, Modzeleski, & Jimerson, 2010; Casella, 2006; Garcia, 2003). In fact, research has shown that their presence negatively impacts students’ perceptions of safety and even increases fear among some students (Bachman, Randolph, & Brown, 2011; Schreck & Miller, 2003). In addition, studies suggest that restrictive school security measures have the potential to harm school learning environments (Beger, 2003; Phaneuf, 2009).”

 

At this week’s active shooter drill in my school, one of the student aides asked the principal when he thought the state would be arming teachers.

 

For him, it wasn’t a matter of if. It was a matter of when.

 

And if you listen to the cowardly garbage spewing out of our lawmakers mouths, you can certainly understand why he believes that.

 

However, arming teachers or even adding more armed police to the school will not make our classrooms more secure.

 

There is overwhelming evidence that it will do just the opposite.

 

As Melinda Wenner Moyer reports in Scientific American, “guns are associated with an increased risk for violence and homicide”—but not with greater safety.

 

Just look at the facts.

 

Security cameras were present at Sandy Hook and Virginia Tech. They didn’t stop anything from happening.

 

Armed resource officers were present at Columbine and Parkland. That didn’t stop anything from happening.

 

All these measures do is criminalize our students. It turns them from prospective learners into would-be prison inmates – and as we know, our prisons are not exactly the safest places to be.

 

“How’d I do?” asked Mr. O’Grady, my co-worker who had posed as the shooter during the last scenario.

 

“You shot me in the dick,” I said.

 

He laughed. And I laughed.

 

But it was the kind of laugh that dies in your throat and leaves a taste of ashes.

 

School safety is a joke in 2018. Not because of what teachers and districts are doing.

 

When society fails to meet its obligations – as it does time-and-again – it’s our schools that continually step up to take the slack.

 

The problem is that we can’t even pretend to do this one on our own.

 

We can’t keep the schools safe if you won’t do anything about the community – if you won’t reduce poverty, violence and trauma.

 

We can’t keep the schools safe, if you won’t do something about the river of guns that flow through our nation like a high caliber Mississippi.

 

Do something?

 

Take your own advice, America.


 

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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FBI Warns EdTech Puts Student Safety at Risk

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Pandora’s box may not be a heavy wooden chest.

 

It might just be a laptop or an iPad.

 

The Federal Bureau of Investigations (FBI) issued a warning late last week about the proliferation of educational technologies (EdTech) in schools and the dangers they pose to student safety and privacy.

 

The devices and applications singled out by US domestic intelligence services all involve software that asks for and saves student input.

 

This includes classroom management tools like Class Dojo and eBackpack as well as student testing and remediation applications like Classroom Diagnostic Tools and StudyIsland.

 

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

 

It’s just such technologies that have proliferated at a breakneck pace in districts throughout the country while legislation, cybersecurity and even awareness of the danger has lagged behind.

 

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

 

The Bureau clarified that use of EdTech applications was not, in itself, the problem. They are a tool, and like any tool, they can be used for good or ill.

 

Advocates say when used correctly, these systems offer the potential for student collaboration, and for teachers to collect and compare information about students to help design better lessons. On the other hand, critics warn that the problems with most EdTech is essential to the way it operates and that it is designed more for the purposes of student data mining and profitization by corporations than with academic success for children in mind.

 

In either case, the dangers posed by such devices are indisputable.

 

The amount and kinds of data being collected about students has not been well publicized or understood. Many school boards, administrators, teachers, parents and students may be using EdTech without a full appreciation of how it often surreptitiously collects data on children.

 

Analysts listed several types of student particulars being stockpiled:

 

  • “personally identifiable information (PII);

 

  • biometric data;

 

  • academic progress;

 

  • behavioral, disciplinary, and medical information;

 

  • Web browsing history;

 

  • students’ geolocation;

 

  • IP addresses used by students; and

 

  • classroom activities.”

 

This is highly sensitive information that could be extremely harmful to students if it fell into the wrong hands.

 

Pedophiles could use this data to find and abduct children. Criminals could use it to blackmail them. It could even be sold to unscrupulous corporations or exploited by other children to bully and harass classmates.

 

These concerns are not merely academic. Data breaches have already occurred.

 

According to the FBI:

 

“…in late 2017, cyber actors exploited school information technology (IT) systems by hacking into multiple school district servers across the United States. They accessed student contact information, education plans, homework assignments, medical records, and counselor reports, and then used that information to contact, extort, and threaten students with physical violence and release of their personal information. The actors sent text messages to parents and local law enforcement, publicized students’ private information, posted student PII on social media, and stated how the release of such information could help child predators identify new targets.”

 

Though the Bureau did not mention them by name, it cited two specific cybersecurity failures in 2017 at two large EdTech companies where millions of student’s private information became publicly available.

 

The FBI seems to be referring to Edmodo and Schoolzilla. Hackers stole 77 million user accounts from Edmodo last year and sold that data to a “dark web” marketplace. Likewise, Schoolzilla stored student information on a publicly accessible server, according to a security researcher, thereby exposing the private information of approximately 1.3 million children.

 

It was these data breaches that prompted the Department of Education to issue a Cyber Advisory alert in October of 2017 warning that cyber criminals were targeting schools that had inadequate data security. Criminals were trying to gain access to this sensitive material about students to “shame, bully, and threaten children.”

 

In February, another cybercrime was reported by the Internal Revenue Service. The agency released an “urgent alert” about scammers targeting school districts with W-2 phishing schemes.

 

Of particular concern to the FBI are school devices connected directly to the Internet. They offer hackers an immediate link to private student information. This is true even if a school device is in the student’s home.

 

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

 

Indeed, some EdTech companies collect information on students’ feelings; become student data brokers and use voice-activated speakers in the classroom.

 

 

The FBI listed several recommendations for parents and families:

 

  • “Research existing student and child privacy protections of the Family Educational Rights and Privacy Act (FERPA), the Protection of Pupil Rights Amendment (PPRA), the Children’s Online Privacy Protection Act (COPPA), and state laws as they apply to EdTech services.

  • Discuss with their local districts about what and how EdTech technologies and programs are used in their schools.

 

  • Conduct research on parent coalition and information-sharing organizations which are available online for those looking for support and additional resources.

 

  • Research school-related cyber breaches which can further inform families of student data vulnerabilities.

 

  • Consider credit or identity theft monitoring to check for any fraudulent use of their children’s identity.

 

  • Conduct regular Internet searches of children’s information to help identify the exposure and spread of their information on the Internet.”

 

The warning concluded by asking those who have information about cybercrimes or who have been victimized by data breaches to file a complaint with the Internet Crime Complaint Center at www.ic3.gov.

 

For some, the FBI’s warning highlights the need for greater education funding for cybersecurity.

 

“While other industries are investing in greater IT security to protect against cyber threats, many schools are facing budget constraints that result in declining resources for IT security programs,” staff members from the Future of Privacy Forum wrote on their blog. “Schools across the country lack funding to provide and maintain adequate security,” they wrote.

 

Others see the problem as one of antiquated legislation not keeping up with changing technologies.

 

The FBI memo highlights a need for Congress to update federal student privacy laws, said Rachael Stickland, co-founder and co-chair of the Parent Coalition for Student Privacy.

 

At present, these issues are covered haphazardly from state to state, a situation Strickland finds intolerably inadequate.

 

The main federal law safeguarding student data privacy, The Family Educational Rights and Privacy Act, should be updated, she said. It must address exactly which ways districts should be allowed to share data with EdTech companies.

 

“What we need is a comprehensive approach at the federal level to address these outdated federal laws,” she said. “We really need these modernized to address not only the cybersecurity threats but also the potential misuse of this data.”

 

However, some critics are skeptical of the very use of EdTech in the classroom, at all.

 

They see the potential dangers being so massive and difficult to guard against that any remedies to fix the problem would be counterproductive.

 

Instead of spending millions or billions more on cybersecurity measures, we should use any additional funding for more essential budget items like teachers, tutors, nurses and counselors.

 

The goal is to provide a quality education – not to provide a quality education with increasingly complex technologies. If the former can be done with the latter, that’s fine. But if we have to choose between the two, we should go with proven methods instead of the latest fads.

 

EdTech corporations are making staggering profits off public schools while almost every other area goes lacking. In the nexus of business and industry, we may be losing sight of what’s best for students.

 

The question is have we already opened Pandora’s box, and if we haven’t, can we stop ourselves from doing so?

 


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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Meet the Test Before the Test – Pennsylvania’s Classroom Diagnostic Tools (CDT)

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It’s test time.

 

My students are dutifully pecking answers onto their iPads before a hand goes up.

 

“Mr. Singer, I can’t log in to the server.”

 

Another hand.

 

“It keeps kicking me out.”

 

Another.

 

“Mr. Singer, what does this question mean?”

 

Then every single hand in the room pops up all at once.

 

“What’s the matter!?” I say, trying not to let the frustration into my voice.

 

A lone student in the front offers to speak for the group.

 

“The Website just kicked us all off.”

 

If that sounds like the optimum environment to assess student learning, then you must work for Data Recognition Corp (DRC).

 

It is typical of the company’s Classroom Diagnostic Tools (CDT) test in Pennsylvania.

 

The assessment, which cannot be taken with pencil and paper but must instead be taken on a computer or personal device, has always been glitchy.

 

You type in a response and what you typed only appears after a delay.

 

When moving from one screen to another, you have to wait through a seemingly endless interval until the next screen loads.

 

And during this year’s first sessions, multiple teachers told me of students whose tests cycled through all the questions without input from the students and then gave them an unalterable grade.

 

This is not the best way to diagnose students’ abilities in reading, math and science.

 

Yet that’s what the state Department of Education strongly encourages we use it for – three to five times a year!

 

This is not a mandatory test.

 

It’s strongly suggested by administrators in Harrisburg. And that’s enough to make some local principals march wherever they’re told.

 

Ironically, Gov. Tom Wolf proudly proclaimed that he was reducing the amount of time students in the Keystone state would take standardized tests. But he’s only talking about the federally mandated Pennsylvania System of School Assessment (PSSA) and Keystone Exams which he’s cut by a total of almost 2 hours a year.

 

There are still a battery of suggested pretests on the state’s wish list – tests that are supposed to predict success on the PSSA or Keystone Exams – tests used to show whether kids are getting the skills they need.

 

Do you understand it now?

 

No.

 

Do you understand it Now?

 

No.

 

Do you understand it NOW!!!!!!!?

 

 

Of these, the most common is the CDT.

 

If schools follow the state’s instructions and give students this exam in reading, math and science 3 to 5 times a year, that’s an additional 50-90 minutes per test. That comes to 22.5 hours of additional testing!

 

So 22.5 hours minus 2 hours equals… NOT A REDUCATION IN TESTING!

 

Moreover, the CDT test is cumbersome to proctor.

 

I’ve given my students this test for about seven years now and it never fails to be anywhere from tricky to an outright disaster.

 

This week, I had a class of students on their iPads unable to log on to their accounts at DRC headquarters. In another group, five students were dropped from the server without warning and couldn’t finish.

 

Defective software and having to repeatedly log back in to the system are hallmarks of even the most successful CDT session.
Even if you like standardized tests and think they are the best way to assess students, the product and service provided by DRC is extremely low quality.

 

But keep in mind – you’re paying for it, folks! In the last 8 years alone, taxpayers forked over more than $1 billion for this service and the PSSA and Keystone tests, which DRC also produces.

 

It’s incredibly frustrating, a waste of classroom time and taxpayer money.

 

No one does their best when they’re exasperated, and this test is almost designed to make students feel that way.

 

Yet some local administrators are trying to use the assessment as part of a high stakes matrix to determine classroom placement.

 

Whether your child is registered in the remedial, general or advanced class could be determined by this shoddy excuse for an assessment. Whether your son or daughter has the advantages and esteem of the advanced class could rest on a malfunctioning data system. Whether he or she has to settle for months of mind numbing test prep instead of authentic education could be decided by defective software.

 

No matter how you look at it, this doesn’t help the teacher diagnose academic deficiencies and remediate them. That is, unless your idea of remediation is printing out a worksheet of test look-a-like questions based on the ones the student got wrong on the CDT.

 

This is bad assessment supporting bad pedagogy forced on us by bad policy.

 

But that’s not even the worst part.

 

Why are we doing this in the first place?

 

Have standardized tests ever been proven accurate assessments of student learning? Moreover, has it ever been proven useful to give pre-test after pre-test before we even give the ultimate high-stakes test?

 

Answer: No.

 

Most countries don’t test their students nearly as much as we do in the United States. Finland, which has students who routinely return some of the highest scores among developed nations, only makes its children take one standardized test.

 

One test from K-12!

 

In addition, countries like those in Scandinavia don’t have nearly the child poverty rate we do. Nor do they fund their schools based on local property taxes. They provide more funding and resources for needy students than rich ones – we do just the opposite.

 

Numerous studies have shown a strong correlation between parental income and the test scores of their children. In short, kids from wealthy families who go to schools with the best of everything generally score very well on standardized tests. Students from poor homes who go to underprivileged schools do much worse.

 

So all this testing does nothing to help students learn. It simply reinforces the inequality already in place. And then it’s used as a justification for that same inequality.

 

High stakes standardized testing is not about increasing student outcomes. It’s about boosting corporate incomes – corporations like Data Recognition Corp.

 

Finally, there’s another danger we haven’t even hinted at involved with the CDT.

 

As an on-line test, it collects an awful lot of data about the children taking it. This information is kept in a database for students entire academic career so that it can be compared with subsequent results.

 

This is private student data in the hands of a private company.

 

The chances that this information and thus students’ privacy will be violated are extremely high.

 

We are putting our children’s futures in the hands of a for-profit company with little to no assurance that it is safe. There is little oversight, accountability or even awareness of the issue.

 

Therefore, any knowledgeable parent would be entirely within his or her rights by refusing to let their child take any of these tests.

 

Yes, you can refuse to let your child participate in test prep the same way you can opt out of the PSSA and Keystone Exams.

 

You need refer to the same part of the law:

 

“PA School Code Chapter 4.4(d)(1)(2)(3):

(d) School entities shall adopt policies to assure that parents or guardians have the following:

(1) Access to information about the curriculum, including academic standards to be achieved, instructional materials and assessment techniques.

(2) A process for the review of instructional materials.

(3) The right to have their children excused from specific instruction that conflicts with their religious beliefs, upon receipt by the school entity of a written request from the parent or guardians.”

 

That includes the CDT.

 

Opt Out PA has provided this helpful form letter you can use and modify to meet your needs before sending it to your local principal:

 

“Dear Principal/Teacher(s):

Pursuant to Pennsylvania Code Title 22 Chapter 4, section 4.4 (d)(1)(2)(3) I am hereby exercising my right as a parent to have my child, [NAME], excused from PSSA test prep, including (but not limited to) CDT’s and Study Island because of religious beliefs.

Sincerely,”

 

 

So while Pennsylvania’s lawmakers dither back and forth about the political realities of standardized testing as an accountability measure and as they blithely ignore the threat posed to student privacy by on-line testing, parents can take matters into their own hands.

 

 

Your child’s teacher would like nothing better!

 

Imagine being able to actually teach and not have to spend days of instruction time troubleshooting a Website while corporate lackies cash our check!

 

 

Imagine students in school to actually learn something – instead of testing them into oblivion.

 

 

Imagine a student raising her hand to ask a question about the curriculum and not the software!

 


 

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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