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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Top 10 Reasons You Can’t Fairly Evaluate Teachers on Student Test Scores

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I’m a public school teacher.

 

Am I any good at my job?

 

There are many ways to find out. You could look at how hard I work, how many hours I put in. You could look at the kinds of things I do in my classroom and examine if I’m adhering to best practices. You could look at how well I know my students and their families, how well I’m attempting to meet their needs.

 

Or you could just look at my students’ test scores and give me a passing or failing grade based on whether they pass or fail their assessments.

 

It’s called Value-Added Measures (VAM) and at one time it was the coming fad in education. However, after numerous studies and lawsuits, the shine is fading from this particularly narrow-minded corporate policy.

 

Most states that evaluate their teachers using VAM do so because under President Barack Obama they were offered Race to the Top grants and/or waivers.

 

Now that the government isn’t offering cash incentives, seven states have stopped using VAM and many more have reduced the weight given to these assessments. The new federal K-12 education law – the Every Student Succeeds Act (ESSA) – does not require states to have educator evaluation systems at all. And if a state chooses to enact one, it does not have to use VAM.

 

That’s a good thing because the evidence is mounting against this controversial policy. An evaluation released in June of 2018 found that a $575 million push by the Bill and Melinda Gates Foundation to make teachers (and thereby students) better through the use of VAM was a complete waste of money.

 

Meanwhile a teacher fired from the Washington, DC, district because of low VAM scores just won a 9-year legal battle with the district and could be owed hundreds of thousands of dollars in back pay as well as getting his job back.

 

But putting aside the waste of public tax dollars and the threat of litigation, is VAM a good way to evaluate teachers?

 

Is it fair to judge educators on their students’ test scores?

 

Here are the top 10 reasons why the answer is unequivocally negative:

 

 

1) VAM was Invented to Assess Cows.

I’m not kidding. The process was created by William L. Sanders, a statistician in the college of business at the University of Knoxville, Tennessee. He thought the same kinds of statistics used to model genetic and reproductive trends among cattle could be used to measure growth among teachers and hold them accountable. You’ve heard of the Tennessee Value-Added Assessment System (TVAAS) or TxVAAS in Texas or PVAAS in Pennsylvania or more generically named EVAAS in states like Ohio, North Carolina, and South Carolina. That’s his work. The problem is that educating children is much more complex than feeding and growing cows. Not only is it insulting to assume otherwise, it’s incredibly naïve.

 

2) You can’t assess teachers on tests that were made to assess students.

This violates fundamental principles of both statistics and assessment. If you make a test to assess A, you can’t use it to assess B. That’s why many researchers have labeled the process “junk science” – most notably the American Statistical Association in 2014. Put simply, the standardized tests on which VAM estimates are based have always been, and continue to be, developed to assess student achievement and not growth in student achievement nor growth in teacher effectiveness. The tests on which VAM estimates are based were never designed to estimate teachers’ effects. Doing otherwise is like assuming all healthy people go to the best doctors and all sick people go to the bad ones. If I fail a dental screening because I have cavities, that doesn’t mean my dentist is bad at his job. It means I need to brush more and lay off the sugary snacks.

 

3) There’s No Consistency in the Scores.

Valid assessments produce consistent results. This is why doctors often run the same medical test more than once. If the first try comes up positive for cancer, let’s say, they’re hoping the second time will come up negative. However, if multiple runs of the same test produce the same result, that diagnosis gains credence. Unfortunately, VAM scores are notoriously inconsistent. When you evaluate teachers with the same test (but different students) over multiple years, you often get divergent results. And not just by a little. Teachers who do well one year may do terribly the next. This makes VAM estimates extremely unreliable. Teachers who should be (more or less) consistently effective are being classified in sometimes highly inconsistent ways over time. A teacher classified as “adding value” has a 25 to 50% chance of being classified as “subtracting value” the next year, and vice versa. This can make the probability of a teacher being identified as effective no different than the flip of a coin.

 

4) Changing the test can change the VAM score.

If you know how to add, it doesn’t matter if you’re asked to solve 2 +2 or 3+ 3. Changing the test shouldn’t have a major impact on the result. If both tests are evaluating the same learning and at the same level of difficulty, changing the test shouldn’t change the result. But when you change the tests used in VAM assessments, scores and rankings can change substantially. Using a different model or a different test often produces a different VAM score. This may indicate a problem with value added measures or with the standardized tests used in conjunction with it. Either way, it makes VAM scores invalid.

 

5) VAM measures correlation, not causation.

Sometimes A causes B. Sometimes A and B simply occur at the same time. For example, most people in wheelchairs have been in an accident. That doesn’t mean being in a wheelchair causes accidents. The same goes for education. Students who fail a test didn’t learn the material. But that doesn’t mean their teacher didn’t try to teach them. VAM does not measure teacher effectiveness. At best it measures student learning. Effects – positive or negative – attributed to a teacher may actually be caused by other factors that are not captured in the model. For instance, the student may have a learning disability, the student may have been chronically absent or the test, itself, may be an invalid measure of the learning that has taken place.

 

6) Vam Scores are Based on Flawed Standardized Tests.

When you base teacher evaluations on student tests, at very least the student tests have to be valid. Otherwise, you’ll have unfairly assessed BOTH students AND teachers. Unfortunately standardized tests are narrow, limited indicators of student learning. They leave out a wide range of important knowledge and skills leaving only the easiest-to-measure parts of math and English curriculum. Test scores are not universal, abstract measures of student learning. They greatly depend on a student’s class, race, disability status and knowledge of English. Researchers have been decrying this for decades – standardized tests often measure the life circumstances of the students not how well those students learn – and therefore by extension they cannot assess how well teachers teach.

 

7) VAM Ignores Too Many Factors.

When a student learns or fails to learn something, there is so much more going on than just a duality between student and teacher. Teachers cannot simply touch students’ heads and magically make learning take place. It is a complex process involving multiple factors some of which are poorly understood by human psychology and neuroscience. There are inordinate amounts of inaccurate or missing data that cannot be easily replaced or disregardedvariables that cannot be statistically controlled for such as: differential summer learning gains and losses, prior teachers’ residual effects, the impact of school policies such as grouping and tracking students, the impact of race and class segregation, etc. When so many variables cannot be accounted for, any measure returned by VAMs remains essentially incomplete.

 

8) VAM Has Never been Proven to Increase Student Learning or Produce Better Teachers.

That’s the whole purpose behind using VAM. It’s supposed to do these two things but there is zero research to suggest it can do them. You’d think we wouldn’t waste billions of dollars and generations of students on a policy that has never been proven effective. But there you have it. This is a faith-based initiative. It is the pet project of philanthrocapitalists, tech gurus and politicians. There is no research yet which suggests that VAM has ever improved teachers’ instruction or student learning and achievement. This means VAM estimates are typically of no informative, formative, or instructional value.

 

9) VAM Often Makes Things Worse.

Using these measures has many unintended consequences that adversely affect the learning environment. When you use VAMs for teacher evaluations, you often end up changing the way the tests are viewed and ultimately the school culture, itself. This is actually one of the intents of using VAMs. However, the changes are rarely positive. For example, this often leads to a greater emphasis on test preparation and specific tested content to the exclusion of content that may lead to better long-term learning gains or increasing student motivation. VAM incentivizes teachers to wish for the most advanced students in their classes and to push the struggling students onto someone else so as to maximize their own personal VAM score. Instead of a collaborative environment where everyone works together to help all students learn, VAM fosters a competitive environment where innovation is horded and not shared with the rest of the staff. It increases turnover and job dissatisfaction. Principals stack classes to make sure certain teachers are more likely to get better evaluations or vice versa. Finally, being unfairly evaluated disincentives new teachers to stay in the profession and it discourages the best and the brightest from ever entering the field in the first place. You’ve heard about that “teacher shortage” everyone’s talking about. VAM is a big part of it.

 

10) An emphasis on VAM overshadows real reforms that actually would help students learn.

Research shows the best way to improve education is system wide reforms – not targeting individual teachers. We need to equitably fund our schools. We can no longer segregate children by class and race and give the majority of the money to the rich white kids while withholding it from the poor brown ones. Students need help dealing with the effects of generational poverty – food security, psychological counseling, academic tutoring, safety initiatives, wide curriculum and anti-poverty programs. A narrow focus on teacher effectiveness dwarfs all these other factors and hides them under the rug. Researchers calculate teacher influence on student test scores at about 14%. Out-of-school factors are the most important. That doesn’t mean teachers are unimportant – they are the most important single factor inside the school building. But we need to realize that outside the school has a greater impact. We must learn to see the whole child and all her relationships –not just the student-teacher dynamic. Until we do so, we will continue to do these children a disservice with corporate privatization scams like VAM which demoralize and destroy the people who dedicate their lives to helping them learn – their teachers.

 


NOTE: Special thanks to the amazingly detailed research of Audrey Amrein-Beardsley whose Vamboozled Website is THE on-line resource for scholarship about VAM.


 

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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Resistance to High Stakes Testing Persists as Media Celebrates Its End

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There has never been more opposition to high stakes standardized testing.

 

Yet the corporate controlled media is pretending that the resistance is over.

 

Parents are refusing to let their kids take these tests at the same or even greater numbers than ever.

 

Fewer states require high stakes tests as graduation exams and/or use them to evaluate their teachers. Across the nation, states are cutting the size of standardized tests or eliminating them altogether. And more state legislatures passed laws explicitly allowing parents to opt their children out of the tests.

 

Yet Education Week published an article a few days ago called “Anti-Test Movement Slows to a Crawl.”

 

I think we have different definitions of “Slows” and “Crawl.”

 

That may not be surprising since we also seem to have different definitions of “Anti-Test.”

 

The Opt Out Movement is not “Anti-Test.” It is anti-high stakes standardized test.

 

It is against the federal government forcing states to use corporate written, corporate graded and corporate remediated standardized assessments.

 

It is against the federal government requiring each state to participate in a corporate boondoggle that not only wastes billions of tax dollars that could be better spent to educate children but also unfairly assesses their academic progress and feeds the push to privatize public schools.

 

Most people against high stakes standardized testing, however, have no problem with authentic teacher-created assessments.

 

Calling these folks “Anti-Test” is like labeling those pushing for stricter gun regulations “Anti-Gun” or smearing those protesting government corruption as “Anti-Government.”

 

And that’s just the title!

 

The author Alyson Klein further misdirects readers by conflating opt out rates and test resistance.

 

She implied that the only measure of opposition was the percentage of students who opt out. However, as noted above, there are multiple measures of resistance.

 

 

Moreover, few states advertise their opt out rates. Especially after the movement began, states made that information harder to come by to dissuade more people from joining it.

 

Of those states where information is available, Klein puts the most negative possible spin on the facts in order to make her point – a point that it seems to me is not at all justified.

 

For instance, Klein writes:

 

“At least some of the steam has gone out of the opt-out movement in states such as New Jersey and New York, considered hotbeds of anti-testing fervor.”

 

Really?

 

In New York, Opt out numbers remained at approximately 20% – the same as they have for the past three years.

 

And New York is one of our most densely populated states. That percentage represents more than 225,000 parents across the Empire State who refused to let their children take the tests despite threats from many administrators and district officials for doing so.

 

 

In New Jersey, opt out rates were marginally lower this year than last year. They went from 7% to 5%. But once again New Jersey is a populous state. That percentage represents about 68,500 students.

 

In addition, this is after massive opt outs three years ago that forced the state to change its federally mandated assessment. Testing boycotts pushed the state education association to get rid of four PARCC assessments and allow students who fail the remaining two tests to take an alternative assessment. And this is in a state where there is no law explicitly allowing parents to opt out of the tests.

 

I don’t know if I’d call that running out of steam.

 

Moreover, opt out rates have increased in other states for which we have data. For instance, test refusal is on the rise in heartland states like Minnesota.

 

And it nearly doubled in Utah over the past two years to about 6%. In some schools in the Beehive State, rates are much higher. According to the Salt Lake Tribune, 1 in 5 students in the Park City school district refused to take the tests.

 

 

Though my own state of Pennsylvania has been mum on last year’s opt outs, from my own personal experience as a teacher in suburban Pittsburgh, I never had more students boycott our federally mandated standardized test than I did last year.

 

There were so many they had to be quarantined in a special room.

 

Moreover, an increasing number of parents ask me about the issue, express concern and wonder about their rights.

 

So even when examining just the rate of opt out, I don’t see any reason to assume the movement is slowing down.

 

On the contrary, it is picking up steam with multiple victories.

 

As recently as 2012, half of all U.S. states required high school exit exams in order for students to graduate. Today that number has dropped to 12. The reason? Exit exams don’t raise student achievement – they raise the dropout rate. At least that’s what The National Research Council of the National Academy of Sciences tells us.

 

Another positive sign – seven states have stopped using value added measures (VAM) to judge teachers. This is the highly controversial practice of assessing educators based on their students test scores – a practice that has never been proven fair to teachers or effective in helping students learn. Six states have dropped this requirement altogether: Alaska, Arkansas, Kansas, Kentucky, North Carolina and Oklahoma. Connecticut still gathers the information but cannot use it in the teacher’s “summative rating.” And other states like New Mexico still use value added measures but have reduced the weight given to student test scores.

 

Moreover, let’s not forget how many states have slashed the size of the high stakes tests they’re giving to students. After the recent wave of opt outs and public outcry, state education departments have ensured that testing at least takes up less time. This includes New York, Maryland, New Mexico, California, Minnesota, Kentucky, Tennessee, Florida, Washington, Illinois, West Virginia, Hawaii, Oklahoma, Ohio, South Carolina, Pennsylvania and Texas. Some of this is because the PARCC test used in 21 states was slashed by 90 minutes.

 

And when it comes to opt out, two more states – Idaho and North Dakota – now have explicit laws on the books allowing parents to refuse the test for their children – in whole or in part. That brings the total number of states up to 10. It would have been 11, but Georgia Governor Nathan Deal, a Republican, vetoed an opt-out bill. The federal government still wants us to penalize these districts for non-participation in flagrant violation of its authority. But as more states respect parents’ rights on this matter, it will be increasingly difficult for the U.S. Department of Education to continue trampling them.

 

And speaking of the federal government, some states are taking advantage of the wiggle room in the federal law that governs K-12 education – the newly passed Every Student Succeeds Act (ESSA) – to allow students to avoid standardized testing entirely. Some states are implementation performance assessments instead. Kids can use a portfolio of classwork to demonstrate learning instead of getting a grade on a corporate-written standardized test. New Hampshire, for instance, has pioneered this approach with a program that now involves half the state’s districts.

 

These are not the signs of a movement that is slowing to a crawl.

 

It just makes sense that some of the rhetoric of the movement may have become less forceful with the enactment of the federal ESSA.

 

Many had hoped for a better law – one that did away with federally mandated testing altogether.

 

And that could still happen sooner than many think. Next year it will be time to reauthorize the law again.

 

It took Congress six years to reauthorize the federal education law last time. Perhaps our duly elected representatives can be coaxed into doing their jobs a bit quicker this time.

 

There is already some proposed legislation to make positive changes. Sen. Jon Tester (D-Mont.) and Rep. Krysten Sinema (D-Ariz.) introduced legislation last year to replace annual assessments with grade-span tests. The United States is, after all, one of the only countries in the world – if not the only one – to require students be tested every year. These proposed changes are not nearly enough, but they’re a step in the right direction.

 

One of the biggest obstacles to abolishing federally mandated testing last time was that some of the oldest and most well funded civil rights organizations opposed it. Many of them get their money and support from the same billionaires who profit off of the standardized testing and privatization industries.

 

However, that support for testing was short lived. Already the National Association for the Advancement of Colored People (NAACP) has revoked it returning to a call for opposition to testing.

 

If our nation survives the many crises of the Donald Trump administration, there is no reason our future cannot be bright.

 

We have the support, we have the tools, we just need the chance to do right by our children.

 

And the pendulum is swinging back our way.


 

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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Cyber School Kingpin Gets Slap on Wrist For Embezzling Millions from PA Students

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Nick Trombetta stole millions of dollars from Pennsylvania’s children.

 

And he cheated the federal government out of hundreds of thousands in taxes.

 

Yet at Tuesday’s sentencing, he got little more than a slap on the wrist – a handful of years in jail and a few fines.

 

He’ll serve 20 months in prison, be on supervised release for three years, and payback the tax money he concealed.

 

As CEO and founder of PA Cyber, the biggest virtual charter school network in the state, he funneled $8 million into his own pocket.

 

Instead of that money going to educate kids, he used it to buy a Florida condominium, sprawling real estate and even a private jet.

 

He already took home between $127,000 and $141,000 a year in salary.

 

But it wasn’t enough.

 

He needed to support his extravagant lifestyle, buy a $933,000 condo in the Sunshine State, score a $300,000 twin jet plane, purchase $180,000 houses for his mother and girlfriend in Ohio, and horde a pile of cash.

 

What does a man like that deserve for stealing from the most vulnerable among us – kids just asking for an education?

 

At very least, you’d think the judge would throw the book at him.

 

But no.

 

Because he took a plea deal, he got a mere 20 months in federal prison.

 

That’s less than two years in jail for defrauding tens of thousands of students and multiple districts across the Commonwealth.

 

In addition, once he serves his time he’ll be on probation for 3 years.

 

And even though there is no mystery about the amount of money he defrauded from the Internal Revenue Service by shifting his income to the tax returns of others – $437,632, to be exact – the amount he’ll have to pay back in restitution is yet to be determined.

 

One would think that’s easy math. You stole $437,632, you need to pay back at least that amount – with interest!

 

And what of the $8 million? Though I can’t find a single explicit reference to what happened to it in the media, it is implied that the money was recovered and returned to Pa Cyber.

 

Yet there seems to be no discussion of a financial penalty for embezzling all that money. If my checking account dips below a certain balance, I’m penalized. If I don’t pay the minimum on my credit cards, I’m charged an additional fee. Yet this chucklehead pilfers $8 million and won’t be docked a dime!? Just paying it back is good enough!?

 

But what makes this sentence even more infuriating to me is the paltry jail time Trombetta will serve.

 

The judge actually gave him 17 months LESS than the minimum federal guidelines for this kind of case! He should at least be serving 37 to 46 months – 3 to 4 years!

 

Nonviolent drug charges often lead to sentences much longer than that!

 

For instance, in 2010, Kevin Smith was arrested for drug possession. He was locked up in a New Orleans jail for almost 8 years (2,832 days) without ever going to trial!

 

But then again, most of these nonviolent drug charges are against people of color. And Trombetta is white.

 

So is Neal Prence, a former certified accountant who pleaded guilty to helping Trombetta hide his ill-gotten gains.

 

Prence will serve a year and a day in prison and pay back $50,000 in restitution.

 

It’s a good thing he didn’t have any drugs on him.

 

And that he didn’t have a tan.

 

This is what we talk about when we talk about white privilege.

 

And speaking of that, compare this crime with the sentences given to the Atlanta teachers who were convicted of cheating on standardized tests a few years back.

 

These were mostly women and people of color.

 

Tamara Cotman, Sharon Davis-Williams and Michael Pitts received the harshest sentences.

They each got three years in prison, seven years probation, $10,000 in fines and 2,000 hours of community service.

 

So in America, cheating on standardized tests gets you a harder sentence than embezzling a fortune from school kids.

 

I’m not saying what the Atlanta teachers and administrators did was right, but their crime pales in comparison to Trombetta’s.

 

Think about it.

 

Atlanta city schools have suffered under decades of financial neglect. The kids – many of whom are students of color – receive fewer resources, have more narrowed curriculum and are forced to live under the yoke of generational poverty.

 

Yet their teachers were told to increase test scores with little to no help, and if they didn’t, they’d be fired.

 

I can’t imagine why they tried to cheat a system as fair as that.

 

It’s like being mugged at gunpoint and then the judge convicts you of giving your robber a wooden nickel.

 

The worst part of all of this is that we haven’t learned anything from either case.

 

High stakes standardized testing has become entrenched in our public schools by the newly passed federal law – the Every Student Succeeds Act (ESSA).

 

And though Trombetta resigned from his post as CEO of PA Cyber in September 2013, cyber charters are as popular as ever.

 

These are publicly funded but privately run schools that provide all or most instruction on-line. Think Trump University for tweens and teenagers.

 

You can’t turn on the TV without a commercial for a cyber charter school showing up. You can’t drive through a poor neighborhood without a billboard advertising a virtual charter. They even have ads on the buggies at the grocery store!

 

Yet these schools have a demonstrated track record of failure even when compared to  brick-and-mortar charter schools. And when you compare them to traditional public schools, it’s like comparing a piece of chewed up gum on the bottom of your shoe to a prime cut of filet mignon.

 

A 2016 study found that cyber charters provide 180 days less of math instruction than traditional public schools.

 

Keep in mind there are only 180 days of school in Pennsylvania!

 

That means cyber charters provide less math instruction than not going to school at all.

 

When it comes to reading, the same study found cyber charters provide 72 days less instruction than traditional public schools.

 

That’s like skipping 40% of the school year!

 

And this isn’t just at one or two cyber charters. Researchers noted that 88 percent of cyber charter schools produce weaker academic growth than similar brick and mortar schools.

 

They concluded that these schools have an “overwhelming negative impact” on students.

 

AND THAT’S ALL LEGAL!

 

In Pennsylvania, nearly 35,100 of the 1.7 million children attending public schools are enrolled in cyber-charter schools. With more than 11,000 students, PA Cyber is by far the largest of the state’s 16 such schools.

 

 

If Trombetta had just stiffed Pennsylvania’s students that much, he wouldn’t have been in any trouble with the law.

 

However, he got even greedier than that!

 

He needed more, More, MORE!

 

Justice – such as it is in this case – was a long time coming.

 

Trombetta was first indicted back in 2013 – five years ago.

 

 

He was facing 11 counts of mail fraud, theft or bribery, conspiracy and tax offenses related to his involvement in entities that did business with Pa. Cyber. He pleaded guilty to tax conspiracy almost two years ago, acknowledging that he siphoned off $8 million from The Pennsylvania Cyber Charter School.

 

He has been free on bond all this time.

 

His sister, Elaine Trombetta, agreed to cooperate with prosecution, according to federal court filings. She pleaded guilty in October 2013 to filing a false individual income tax return on her brother’s behalf and has yet to be sentenced.

 

It was only yesterday that her brother – the kingpin of this conspiracy – was ultimately sentenced.

 

Finally, he’ll have to face up to what he did.

 

Finally, he’ll have to pay for what he’s done.

 

Just don’t blink or you’ll miss 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!

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Since School Vouchers Don’t Increase Test Scores, Racism is an Acceptable Reason for Privatization, Says Advocate

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For decades, school voucher advocates claimed that sending poor kids to private schools with public tax dollars was acceptable because doing so would raise students’ test scores.

 

However, in the few cases where voucher students are even required to take the same standardized tests as public school students, the results have been dismal.

 

In short, poor kids at private schools don’t get better test scores.

 

So why are we spending billions of public tax dollars to send kids to privately run schools?

 

A 2018 Department of Education evaluation of the Washington, D.C., voucher program found that public school students permitted to attend a private or parochial school at public expense ended up getting worse scores than they had at public school.

 

Their scores went down 10 points in math and stayed about the same in reading.

 

These are not the pie in the sky results we were promised when we poured our tax money into private hands.

 

However, corporate education propaganda site, The 74, published a defense of these results that – frankly – makes some pretty jaw dropping claims.

 

The article is “More Regulation of D.C. School Vouchers Won’t Help Students. It Will Just Give Families Fewer Choices for Their Kids” by far right Cato Institute think tanker Corey DeAngelis.

 

In his piece, not only does he call for less accountability for voucher schools, he downplays the importance of standardized test scores.

 

And he has a point. Test scores aren’t a valid reflection of student learning – but that’s something public school advocates have been saying for decades in response to charter and voucher school cheerleaders like DeAngelis.

 

Supply side lobbyists have been claiming we need school privatization BECAUSE it will increase test scores. Now that we find this claim is completely bogus, the privatizers are changing their tune.

 

But that’s not the most shocking irony in DeAngelis article.

 

Parents don’t really care about the scores, he says. Instead they send their children to voucher schools because… You know what? I’ll let him tell it.

 

“Families choose schools for their children based on several important factors, including culture, individual attention, and, of course, safety. Research tells us that parents — unsurprisingly — often value these things more than standardized test scores.”

 

Certainly parents prefer their children have more individual attention. But many private schools have larger class sizes than public schools.

 

Moreover, reducing class size at all schools would be a more equitable reform than letting some kids enjoy smaller classes if they can just get into the right school.

 

However, it is his other two claims that sent my racist dog whistle senses tingling.

 

So parents don’t like the CULTURE of public schools. And they’re afraid public schools aren’t as SAFE.

 

Hmm. I wonder what culture these parents are objecting to. I wonder why they would think public schools wouldn’t be as safe.

 

Could it perhaps be fear of black students!?

 

I don’t want my little Billy to be exposed to all that rap music and kids with sagging pants. I don’t want my little Susie to cower in a class full of thugs and gangstas.

 

This is racist, stereotypical and just plain wrong about what you’ll actually find in public schools.

 

But it’s also typical white flight – the impulse behind the charter and voucher school movement in the first place.

 

Where did the boom for privatized schools come from historically?

 

It was a reaction to Brown vs. Board. When the US Supreme Court ruled in 1954 that segregated schools were unconstitutional, many white parents rebelled. They didn’t want their kids to go to school with THOSE kids. Hence, Georgia Gov. Herman Talmadge’s aborted plan to close all state schools and issue vouchers to private schools instead.

 

Hence, the plan that actually did take place in Price Edward County, Virginia, in 1959 where the public schools were closed and all taxpayer money for education was funneled to segregated white academies that would not admit black students. Though the term had yet to be invented, these were proto-“charter schools.” They were publicly funded but privately run. They were housed in privately owned facilities such as churches and the local Moose Lodge.

 

Hence, various segregationist “freedom of choice” plans in several states that allowed white students to transfer out of desegregated schools. Black students could apply but because of various administrative hurdles were never admitted.

 

This is the history of so-called school choice. And it is a history that DeAngelis, the 74 and the Cato Institute are willing to bring full circle.

 

School privatization advocates pretend they’re defending choice, but what choice are they championing?

 

The choice to segregate?

 

Pardon me, but I don’t think we should be spending public tax dollars to enable bigots.

 

If you want to shield your children from the horrors of kids with darker skin, do so on your own dime.

 

Public money should only be spent on policies that are in the public good – and that’s not segregation. It’s the exact opposite – integration.

 

Learning how to get along with people who are different than you is an essential skill for good citizens. Understanding that people of different races, ethnicities, religions and cultures are also human is vital if our nation is to survive.

 

Being exposed to another culture isn’t a bad thing. It’s the definition of the American melting pot.

 

Our public schools are not perfect. They suffer from targeted disinvestment – especially those situated in urban neighborhoods and those serving larger populations of children of color.

 

But that is because of the same segregation school privatization lobbyists are empowering. If all students went to the same schools, parents wouldn’t allow this kind of inequity.

 

In protecting their own kids, parents with power and resources would be protecting all kids.

 

But this isn’t the goal of privatization promoters. They don’t care about what’s best for children. They’re looking out for what’s best for the businesses running the privatized schools.

 

So what have we learned?

 

School vouchers do not increase test scores.

 

And when that excuse behind the entire school privatization movement is exposed as nonsense, opportunists have no problem using racism and prejudice to defend their industry.


 

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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Wealth – Not Enrollment in Private School – Increases Student Achievement, According to New Study

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Students enrolled in private schools often get good grades and high test scores.

 

And there’s a reason for that – they’re from wealthier families.

 

A new peer-reviewed study from Professors Richard C. Pianta and Arya Ansari of the University of Virginia found that once you take family income out of the equation, there are absolutely zero benefits of going to a private school. The majority of the advantage comes from simply having money and all that comes with it – physical, emotional, and mental well-being, living in a stable and secure environment, knowing where your next meal will come from, etc.

 

The study published in July 2018 attempts to correct for selection bias – the factors that contribute to a student choosing private school rather than the benefits of the school, itself.

 

The study’s abstract puts it this way:

 

“Results from this investigation revealed that in unadjusted models, children with a history of enrollment in private schools performed better on nearly all outcomes assessed in adolescence. However, by simply controlling for the sociodemographic characteristics that selected children and families into these schools, all of the advantages of private school education were eliminated. There was also no evidence to suggest that low-income children or children enrolled in urban schools benefited more from private school enrollment.”

 

This has major policy implications.

 

Corporate school reformers from Barack Obama to Donald Trump, from Arne Duncan to Betsy DeVos, from Cory Booker to Charles and David Koch, have proposed increasing privatized school options to help students struggling in public schools.

 

Whether it be increasing charter schools or vouchers to attend private and parochial schools, the implication is the same – such measures will not help students achieve.

 

We need programs aimed at poverty, itself, not at replacing public schools with private alternatives.

 

According to the abstract:

 

“By and large, the evidence on the impact of school voucher programs casts doubt on any clear conclusion that private schools are superior in producing student performance…

 

“In sum, we find no evidence for policies that would support widespread enrollment in private schools, as a group, as a solution for achievement gaps associated with income or race. In most discussions of such gaps and educational opportunities, it is assumed that poor children attend poor quality schools and that their families, given resources and flexibility, could choose among the existing supply of private schools to select and then enroll their children in a school that is more effective and a better match for their student’s needs. It is not at all clear that this logic holds in the real world of a limited supply of effective schools (both private and public) and the indication that once one accounts for family background, the existing supply of heterogeneous private schools (from which parents select) does not result in a superior education (even for higher income students).”

 

Researchers repeatedly noted that this study was not simply a snapshot of student performance. It is unique because of how long and how in depth students were observed.

 

The study looks at student outcomes at multiple intervals giving it a much longer time frame and much greater detail than other similar investigations. Researchers examined wide ranging family backgrounds and contextual processes to reduce selection bias.

 

Participants were recruited in 1991 from ten different cities: Little Rock, Arkansas; Irvine, California; Lawrence, Kansas; Boston, Massachusetts; Philadelphia and Pittsburgh, Pennsylvania; Charlottesville, Virginia; Seattle, Washington; Hickory and Morganton, North Carolina; and Madison, Wisconsin. They were followed for 15 years and had to complete a month long home visit. In addition, they submitted to both annual interviews and home, school, and neighborhood observations.

 

The final analytic sample consisted of 1,097 children – 24% of whom were children of color, 15% had single mothers, and 10% had mothers without a high school diploma.

 

Moreover, student academic achievement wasn’t the only factor examined.

 

Researchers also assessed students social adjustment, attitudes, motivation, and risky behavior. This is significant because they noted that no other study of private schools to date has examined factors beyond academics. Also, there is a general assumption that private school has a positive effect on these nonacademic factors – an assumption for which the study could find no evidence.

 

From the abstract:

 

“In short, despite the frequent and pronounced arguments in favor of the use of vouchers or other mechanisms to support enrollment in private schools as a solution for vulnerable children and families attending local or neighborhood schools, the present study found no evidence that private schools, net of family background (particularly income), are more effective for promoting student success.”

 

One reason behind these results may be the startling variation in “the nature and quality of private school classrooms.” There is no consistency between what you’ll get from one private school to the next.

 

The x-factor appears to be family income and all that comes with it.

 

We see this again and again in education. For instance, standardized test scores, themselves, are highly correlated with parental wealth. Kids from wealthier families get better test scores than those from poorer families regardless of whether they attend public, charter or private schools.

 

It’s time our policymakers stop ignoring the effect of income inequality on our nations students.

 

If we really want to help our children, the solution is not increased privatization. It is increased funding and support for anti-poverty programs, teachers and a robust public school system.


 

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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