Yellow Vest Protests Include Resistance to School Corporatization

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If you want to know what the French Yellow Vest Protests are all about, just refer to the arrest of 153 teenage students this month near Paris.

 

 

The kids at a high school in Mantes-La-Jolie were forced to kneel down, hands on their heads or secured behind their backs with zip ties as riot police circled them with assault weapons.

 

 

Why did law enforcement take such extreme measures? The students had been protesting their government’s education policies.

 

 

“What a well-behaved class!” French police commented ironically on a video documenting the arrest on social media by Violences Policières, a watchdog group.

 

Yes, how well behaved!

 

 

Of course! Children should be seen and not heard. Speaking out for yourself is a definite faux pas.

 

 

So is detaining minors without a lawyer, which the officers did and which is illegal in France.

 

But C’est la vie!

 

 

 

Unfortunately such scenes have been repeated throughout the country since November. Despite police opposition, high school students from a number of French schools have joined the Yellow Vests to protest French President Emmanuel Macron’s education policies – inaccurately dubbed “reforms” – among other austerity measures resulting in stagnant wages and a high cost of living.

 

 

Macron was elected in 2017 on a neoliberal platform much like that of Barack Obama. And though he was praised for his demeanor, especially in comparison to the boorish Donald Trump, his policies at first met with criticism and then outright protests in the streets.

 

 

Citizens took issue with new labor laws, the rail system and taxes. You can’t save the environment by cutting taxes for the wealthy and raising them for the poor to discourage them from driving. You can’t stomp on workers rights in order to create more low-paying jobs.

 

 

Protestors repurposed the yellow vests they are required to keep in their cars in case of an emergency into an iconic image of resistance to the gas tax. Hundreds of thousands demanded not just a repeal of Macron’s policies but a new platform to bolster social services and the economy.

 

 

The Macron administration has met these demands by at first violently stifling them and then agreeing to individual points before returning to suppression.

 

 

Perhaps it is the administration’s insistence that it is beset by violent “hooligans” while most protestors do no more than block traffic that has resulted in a continued rejection of Macron. Protestors even spray-painted a demand that Macron resign on the Arc de Triomphe, the arch on the Champs-Elysées.

 

 

Though the American media has mostly ignored the situation, critics blame widespread police brutality including the use of tear gas and clubs for at least four deaths and 700 people wounded in weeks of political challenges that some have compared to the French Revolution.

 

 

In particular, students take issue with at least three components of Macron’s plan: (1) changes to the high school graduation exam, (2) changes to college admissions and (3) a new requirement that all students participate in a lengthy volunteer national service project.

 

 

First, protestors oppose changes to the end-of-school exams known as baccalaureate or ‘bac.’ Though the proposal includes positive reforms such as reducing the number of exams and providing a longer time frame to take them, it also changes focus from academics to careers.

 

 

Much like Common Core did in the United States, the exams would be revised and rewritten. Instead of being tested on broad subjects such as science, literature or social sciences, students would be assessed on much narrower content.

 

 

Macron seems to be taking his queue from US philanthrocapitalists like Bill Gates in order to make French students more “college and career ready.”

 

 

The new assessments would push students toward specific degrees sooner. Before their final undergraduate year, high school students would have to choose two specific majors and two specific minors alongside the standard curriculum – similar to American colleges.

 

 

Students are against this because of what they call “hyper-specialization.” They say these changes would deprive them of exposure to a wide range of disciplines and force them to make life-long choices too early. This would be especially harmful for poor students because, as Liberation editorialist Laurent Joffrin put it, “Those who have more, know more.” In other words, wealthier students would probably be better prepared to navigate the choices open to them than those in poorer areas.

 

 

Next, students also want the repeal of stricter selection criteria to universities – a law passed just last year – which they say increases economic inequality between rich and poor schools.

 

 

The government provides free college to any student who passes the high school exit exams. However, just like in the US, corporate interests complain that college students struggle with the increased workload and pressures at universities. The new measure solves this by ensuring that fewer students are admitted.

 

 

Students say Macron has it backwards. The government shouldn’t be undermining free access to higher education. It should be investing more in the country’s universities and helping students succeed.

 

 

Finally, students want to get rid of a mandate that all 16-year-olds will have to participate in a national civic service program scheduled to begin in 2026.

 

 

French youths would have to volunteer in fields like defense, environment, tutoring or culture. During the long school breaks, they would have to undergo a one-month placement, consisting of two weeks in collective housing to promote a “social mix,” and then another two weeks in smaller, more “personalized” groups.

 

 

The measure doesn’t go as far as Macron wanted. He originally proposed mandatory military service.

 

 

Students object to the plan because they say it’s unnecessary and extremely expensive. The program is estimated to cost $1.8 billion ($1.6 billion Euros) with a $1.98 billion ($1.75 Euro) investment up front.

 

In addition to these demands, some have included limits on class size. Protestors have demanded no more than 25 students per class from nursery school through high school. Low class size ensures each student gets more personal attention from the teacher and a better chance to ask questions and learn.

 

 

 

What we’re seeing in France is extremely important for those living in the US.

 

 

It shows that as terrible as the Trump administration is, there are many flavors of bad government. When your representatives are more interested in seeing to corporate whims than the will of the people, chaos can ensue.

 

 

Perhaps the US media has been so adverse to reporting on the Yellow Vests because of corporate fear that protests will jump the pond and land on our shores, as well. We have many similar neoliberal and neofascist policies in the US of A, some passed by Republicans and others passed by Democrats.

 

 

Here’s hoping that we all can establish legitimate governments that seek to further the ends of liberty, equality and fraternity.


 

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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Teacher Autonomy – An Often Ignored Victim of High Stakes Testing

 

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When I think of the modern day public school teacher, I think of Gulliver’s Travels.

 

Not because I’ve ever taught the Jonathan Swift classic to my students, but because of its most indelible image.

 

Gulliver is shipwrecked on the island of the Lilliputans – tiny people who have tied the full sized sailor to the ground with thousands of itty bitty strings.

 

If that is not the picture of a public school teacher, I don’t know what is!

 

We are constantly restrained – even hogtied – from doing what we know is right.

 

And the people putting us in bondage – test obsessed lawmakers, number crunching administrators and small-minded government flunkies.

 

You see, teachers are in the classroom with students day in, day out. We are in the best position to make informed decisions about student learning. The more autonomy you give us, the better we’ll be able to help our students succeed.

 

But in an age of high stakes testing, Common Core and school privatization run amuck, teacher autonomy has been trampled into the dirt.

 

Instead, we have a militia of armchair policy hacks who know nothing about pedagogy, psychology or education but who want to tell us how to do our jobs.

 

It’s almost like we’ve forgotten that educator self-determination ever was a value people thought worth preserving in the first place.

 

Whereas in generations past it was considered anywhere from merely advisable to absolutely essential that instructors could make up their own minds about how best to practice their craft, today we’d rather they just follow the script written by our allegedly more competent corporate masters.

 

 

The way I see it, the reason for this is fivefold:

 

 

  1. Testing

    School used to be about curriculum and pedagogy. It was focused on student learning – not how we assess that learning. Now that standardized tests have been mandated in all 50 states as a means of judging whether our schools are doing a good job (and assorted punishments and rewards put in place), it’s changed the entire academic landscape. In short, when you make school all about standardized tests, you force educators to teach with that as their main concern.

  2. Common Core

    Deciding what students should learn used to be the job of educators, students and the community. Teachers used their extensive training and experience, students appeal to their own curiosity, and the community tailored its expectations based on its needs. However, we’ve given up on our own judgment and delegated the job to publishing companies, technology firms and corporations. We’ve let them decide what students should learn based on which pre-packed products they can most profitably sell us. The problem is when you force all academic programs to follow canned academic standards written by functionaries, not educators, you put teachers in a straight jacket constraining them from meeting their students’ individual needs.

 

3. Grade Promotion Formulas

It used to be that teachers decided which students passed or failed their classes. And when it came to which academic course students took next, educators at least had a voice in the process. However, we’ve standardized grade promotion and/or graduation policies around high stakes test scores and limited or excluded classroom grades. When you’re forced to rely on a formula which cannot take into account the infinite variables present while excluding the judgment of experienced experts in the classroom, you are essentially forbidding educators from one of the most vital parts of the academic process – having a say in what their own courses mean in the scheme of students educational journeys.

 

4. Scripted Curriculum

Perhaps the most pernicious aspect of this whole process has been the attempted erasure of the teacher – as a thinking human being – from the classroom, itself. Instead of letting us be people who observe and adapt to the realities in front of us, many of us have been forced to read from a script. It should go without saying that when you constrain educators to abide by scripted curriculum – what we used to call “teacher proof curriculum” – or pacing guides, you remove their ability to be teachers, at all.

 

5. Value Added Evaluations

 

We used to trust local principals and administrators to decide which of their employees where doing a good job. Now even that decision has been taken away and replaced by junk science formulas that claim to evaluate a teacher’s entire impact on a student’s life with no regard to validity, fairness or efficiency. However, local principals and administrators are there in the school building every day. They know what’s happening, what challenges staff face and even the personalities, skills and deficiencies of the students, themselves. As such, they are in a better position to evaluate teachers’ performance than these blanket policies applied to all teachers in a district or state – things like valued-added measures or other faith based formulas used to estimate or quantify an educator’s positive or negative impact.

 

It’s no wonder then that teachers are leaving the profession in droves.

 

You can’t freeze someone’s salary, stifle their rights to fair treatment while choking back their autonomy and still expect them to show up to work everyday eager and willing to do the job.

 

The National Center for Education Statistics (NCES) conducted a representative sample of more than 37,000 American public school elementary and secondary teachers showing widespread dissatisfaction with the job in general and a lack of autonomy in particular.

In fact, they cited this lack of self-determination as a leading contributor to the nationwide teacher shortage. Having control over how you do your job is essential to being fully satisfied with your work.

Teacher-Autonomy

 

If you’re just following orders, your accomplishments aren’t really yours. It’s the difference between composing a melody and simply recreating the sounds of an amateur musician with perfect fidelity.

Today’s teachers rarely get to pick the textbooks they use, which content or skills to focus on, which techniques will be most effective in their classrooms, how to discipline students, how much homework to give – and they have next to zero say about how they will be evaluated.

And to make matters worse, sometimes it isn’t that educators are forbidden from exercising autonomy, but that they are given such a huge laundry list of things they’re responsible for that they don’t have the time to actually be creative or original. Once teachers meet the demands of all the things they have to cram into a single day, there is little room for reflection, revision or renewal.

School policy is created at several removes from the classroom. We rarely even ask workaday teachers for input less than allowing them to participate in the decision making process.

We imagine that policy is above their pay grade. They are menial labor. It’s up to us, important people, to make the big decisions – even though most of us have little to no knowledge of how to teach!

Finnish educator and scholar Pasi Sahlberg says that this is exactly the opposite of what we should be doing if we really cared about improving both the teaching profession and the quality of education we provide students.

In the United States, autonomy usually stops at the district or administrative level and results in decision-making that ignores the voices of educators and the community, he says.

Sahlberg continues:

“School autonomy has often led to lessening teacher professionalism and autonomy for the benefit of greater profits for those who manage or own private schools, charter schools or other independent schools. This is perhaps the most powerful lesson the US can learn from better-performing education systems: teachers need greater collective professional autonomy and more support to work with one another. In other words, more freedom from bureaucracy, but less from one another.”

Perhaps the biggest roadblock to increased autonomy is political.

Lawmakers and pundits conflate teacher professionalism and increased decision making with union membership.

And they do have a point. Having a seat at the bargaining table is vital to educators’ self-determination.

In some states, local teachers unions negotiate annual contracts with their districts. However, most states have statewide teacher contracts that are negotiated only by state teachers unions.

These contracts can directly affect exactly how much independence teachers can exercise in the classroom since they can determine things like the specific number of hours that teachers can work each week or limit the roles that teachers can play in a school or district.

There are even some tantalizing schools that are entirely led and managed by teachers. The school does not have formal administrators – teachers assume administrative roles, usually on a revolving basis. But such experiments are rare.

In most places, teacher autonomy is like the last dinosaur.

It represents a bygone age when we envisioned education completely differently.

We could try to regain that vision and go in a different direction.

But if things remain as they are, the dinosaur will go extinct.

Autonomy is a hint at what we COULD be and what we COULD provide students…

…if we only had the courage to stop standardizing and privatizing our country to death.


 

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 NAACP Once Again Opposes High Stakes Standardized Testing!

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The nation’s oldest and largest civil rights organization has come out against high stakes standardized testing.

 

The National Association for the Advancement of Colored People (NAACP) distributed an issue brief yesterday at its national convention in San Antonio, Texas, titled “NAACP OPPOSES HIGH-STAKES EDUCATIONAL TESTING.”

 

The brief stated that the organization has concerns about using a single standardized test as a graduation requirement, as a prerequisite for advancement to the next grade or otherwise blocking students from receiving various educational opportunities. In its place, the organization favors the use of multiple measures, which may include standardized testing but should also include other assessments such as student grades and teacher evaluations.

 

In short, the brief concluded:

 

“Using a single standardized test as the sole determinant for promotion, tracking, ability grouping and graduation is not fair and does not foster equality or opportunity for students regardless of race, income, or gender.”

 

This is a huge policy shift from where the organization was just three years ago.

 

In 2015, the NAACP along with several other larger and older civil rights groups changed its position against testing to one in favor of it.

 

At the time, Congress was getting ready to pass a new education law, the Every Student Succeeds Act (ESSA). The civil rights organizations – many of whom had just asked Congress a year earlier to reduce standardized testing – suddenly demanded it be kept a federal accountability standard and that taking these tests was, itself, a civil right.

 

At the time, many education activists were shocked by the turnaround obviously coerced by the standardized testing and school privatization industry. For instance, see this email from Teach for America alum Liz King giving organizations an ultimatum to sign.

 

The new issue brief is more in-line with the NAACP’s history of opposition and activism against corporate education reform.

 

Once again we have the NAACP that advocated against standardized testing in the Debra P v. Turlington case (1981), where the Florida legislature made passing a single standardized test a graduation requirement. The NAACP supported black students who had a disproportionate failing rate on the test and claimed the Florida legislature was violating the Fourteenth Amendment. The courts eventually ruled against the plaintiffs but the issue has remained contentious to this day.

 

The new issue brief isn’t just a return to form. It builds on concerns that are still plaguing our schools.

 

Of particular note in the new issue brief is the caution that, “…when standardized tests are used by schools and school districts, that the tests be valid and reliable, measure what the student was taught and provide appropriate accommodations for disabled children.”

 

Many would argue that the new batch of Common Core aligned tests being used by states do not meet this requirement. They do not test what students have been taught – they test students’ ability to spit back the same kind of thinking of the person who wrote the test. Moreover, special needs students are rarely afforded the same accommodations on federally mandated standardized test day that they are allowed during every other assessment they take during the school year.

 

The brief continues:

 

“Furthermore, the NAACP is opposed to individual students being unfairly denied critical educational opportunities because of their performance on a single, standardized test.

 

This, itself, is a nationwide problem. Administrators are pressured to make district policies “data-driven” and thus deny students the chance to take advanced classes or go on special field trips because of performance on one multiple choice test.

 

The NAACP certainly could go farther in its criticism of high stakes testing.

 

Organizations like the Journey for Justice Alliance (JJA), a group made up of 38 organizations of Black and Brown parents and students in 23 states, have never wavered in their opposition to high stakes standardized testing. In 2015 while the NAACP and other well established groups defended testing, JJA was joined by 175 other national and local grassroots community, youth and civil rights organizations asking Congress to stop requiring standardized tests at all.

 

Standardized testing violates students civil rights – especially the poor and students of color.

 

It is nice to see the NAACP returning to the activism on which it built its justly deserved reputation.

 

What follows is the full text of the new NAACP issue brief:

 

 

 

“ISSUE BRIEF

 

Date: Summer, 2018

 

To: Concerned Parties

 

From: Hilary O. Shelton, Director, Washington Bureau

 

NAACP OPPOSES HIGH-STAKES EDUCATIONAL TESTING

 

THE ISSUE

 

Many states are relying on a single examination to determine decisions (such as graduating from high school or promoting students to the next grade), despite the fact that leading education experts nationwide recommend multiple measures of student performance for such decisions. While these “high-stakes” tests serve an important role in education settings, they are not perfect and when used improperly can create real barriers to educational opportunity and progress. Furthermore, one-time, standardized tests may have a disparate impact on students of color, many of whom have not had the benefit of high quality teaching staff (urban school districts have the greatest challenge in attracting and keeping high qualified teachers), adequate classroom resources, or instruction on the content and skills being tested by the standardized tests. Considering additional measures of student achievement, such as grades and teacher evaluations, adds not only to the fairness of a decision with major consequences for students but also increases the validity of such high stakes decisions.

 

Due to our concerns about the fairness of such testing, as well as the potential impact these tests have on the lives of our children, the NAACP has supported legislation in the past that would require that States follow the recommendation of the National Academy of Sciences and the National Research Council of the National Academy of Sciences. Specifically, the bills require that High Stakes decisions be based upon multiple measures of student performance and, when standardized tests are used by schools and school districts, that the tests be valid and reliable, measure what the student was taught and provide appropriate accommodations for disabled children. Furthermore, the NAACP is opposed to individual students being unfairly denied critical educational opportunities because of their performance on a single, standardized test.

 

The NAACP will continue to promote the initiatives that ensure equal opportunity, fairness, and accuracy in education by coupling standardized tests with other measures of academic achievement. Using a single standardized test as the sole determinant for promotion, tracking, ability grouping and graduation is not fair and does not foster equality or opportunity for students regardless of race, income, or gender.”

 

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Special thanks to Dr. Julian Vasquez Heilig who first released the issue brief on his education blog.


 

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

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The Necessity and Importance of Teachers

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Are teachers necessary?

 

 

That’s the question big business is asking.

 

 

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

 

 

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

 

 

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

 

 

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

 

 

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

 

 

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

 

 

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

 

 

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

 

 

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

 

 

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

 

 

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

 

 

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

 

 

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

 

 

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

 

 

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

 

 

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

 

 

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

 

 

 

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

 

 

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

 

 

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

 

In short, teachers are not necessary to student learning.

 

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

 

Necessity is a very high bar.

 

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

 

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

 

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

 

The same is true of education.

 

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

 

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

 

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

 

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

 

They are cheap alternatives.

 

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

 

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

 

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

 

They are:

 

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

2. Reduce drug and alcohol abuse

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

4. Provide universal and free medical care for all citizens

5. Insure that no one suffers from food insecurity

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

7. Improve mental health services among the poor

8. More equitably distribute low-income housing throughout communities

9. Reduce both the mobility and absenteeism rates of children

10. Provide high-quality preschools for all children

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

 

These are ways you improve education FOR CHILDREN.

 

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

 

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

 

First of all, hire more of them!

 

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

 

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

 

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

 

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

 

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

 

Sadly, it only gets worse as time goes on.

 

Teacher salary starts low, and grows even more slowly.

 

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

 

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

 

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

 

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

 

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

 

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

 

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

 

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

 

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

 


 

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

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Grades and Test Scores Don’t Matter. A Love of Learning Does.

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My daughter probably would be shocked to discover what I truly think about grades.

 

They don’t matter all that much.

 

The other day she brought home a pop quiz on sloths from her third grade class. It had a 40% F emblazoned on the top in red ink.

 

I grabbed the paper from her book bag and asked her to explain what had happened.

 

She smiled nervously and admitted that she had rushed through the assignment.

 

I told her I knew she could do better and was very disappointed.

 

Then we reread the article in her weekly reader and found the right answers to the questions she’d missed.

 

But if my little girl would be stunned, my students would probably be even more gobsmacked!

 

As a 7th grade Language Arts teacher, it’s my job to hand out grades. And I don’t give my students too much slack.

 

Just this morning, I turned to one of my kiddos placidly drawing a Spider-Man doodle in homeroom and asked if he had given me yesterday’s homework.

 

He wasn’t sure, so I pulled up the gradebook and surprise, surprise, surprise – no homework.

 

So he took out the half-completed packet, promised to get it done by the end of the day and promptly began working on it.

 

Don’t get me wrong. No one would ever confuse me for a teacher obsessed with grades and test scores.

 

I’m way too laid back for that. But my students know I will penalize them if they don’t hand in their assignments. And if it isn’t their best work, I’ll call them out on it.

 

The way I see it, grades and test scores offer an approximation of how well a student tries to achieve academic goals.

 

In Language Arts classes like mine, that’s reading, writing and communicating.

 

After a year of study, I want my students to leave me with an increased ability to read and understand what they’ve read. I want them to form a thoughtful opinion on it and be able to communicate that in multiple ways including verbally and in writing.

 

An overreliance on testing and grading can actually get in the way of achieving that goal.

 

According to a University of Michigan study from 2002, a total of 80% of students base their self worth on grades. The lower the grades, the lower their self-esteem.

 

Common Core fanatics like Bill Gates and David Coleman probably would say that’s a good thing. It provides incentive for children to take school seriously.

 

However, I think it transforms a self-directed, authentic pursuit of knowledge into grade grubbing. It makes an intrinsic activity purely extrinsic.

 

Learning no longer becomes about satisfying your curiosity. It becomes a chase after approval and acceptance.

 

We already know that measuring a phenomena fundamentally changes that phenomena. With a constant emphasis on measurement, children become less creative and less willing to take risks on having a wrong answer.

 

That’s one of the reasons I prefer teaching the academic track students to the honors kids. They aren’t used to getting all A’s, so they are free to answer a question based on their actual thoughts and feelings. If they get a question wrong, it’s not the end of the world. It hasn’t ruined a perfect GPA and put valedictorian forever out of reach.

 

Too much rigor (God! I hate that word!) creates academic robots who have lost the will to learn. Their only concern is the grade or the test score.

 

It also increases the motivation to cheat.

 

According to a national survey of 24,000 students from 70 high schools, 64% admitted to cheating on a test.

 

But if the goal is authentic learning, cheating doesn’t help. You can’t cheat to understand better. You can only fool the teacher or the test. You can’t fool your own comprehension.

 

If you find a novel way of realizing something, that’s not cheating – it’s a learning strategy.

 

I know this is heresy to some people.

 

Even some of my colleagues believe that grading, in general, and standardized testing, in particular, are essential to a quality education.

 

After all, without an objective measure of learning, how can we predict whether students will do well once they move on to college or careers?

 

Of course, some of us realize standardized testing doesn’t provide an objective measurement. It’s culturally and racially biased. Those test scores don’t just correlate with race and class. They are BASED on factors inextricably linked with those characteristics.

 

When the standard is wealth and whiteness, it should come as no surprise that poor students of color don’t make the grade. It’s no accident, for example, that American standardized testing sprung out of the eugenics movement.

 

Yet you don’t need to crack open a book on history or pedagogy to see the uselessness of testing.

 

High stakes assessments like the SAT do NOT accurately predict future academic success.

 

Kids with perfect scores on the SAT or ACT tests don’t do better than kids who got lower scores or never took the tests in the first place.

 

Numerous studies have shown this to be true. The most recent one I’ve seen was from 2014.

 

Researchers followed more than 123,000 students who attended universities that don’t require applicants to take these tests as a prerequisite for admission. They concluded that SAT and ACT test scores do not correlate with how well a student does in college.

 

However, classroom grades do have predictive value – especially when compared to standardized tests. Students with high grades in high school but middling test scores do better in college than students with higher test scores and lower grades.

 

Why? Because grades are based on something other than the ability to take one test. They demonstrate a daily commitment to work hard. They are based on 180 days (in Pennsylvania) of classroom endeavors, whereas standardized tests are based on the labor of an afternoon or a few days.

 

Yet even classroom grades have their limits.

 

I remember my high school graduation – sitting on the bleachers in my cap and gown listening to our valedictorian and salutatorian give speeches about the glorious future ahead of us.

 

Yet for each of those individuals, the future wasn’t quite so bright. Oh, neither of them burned out, but they didn’t exactly set the world on fire, either.

 

In fact, when I went to college, I found a lot of the highest achievers in high school struggled or had to drop out because they couldn’t adjust. The new freedom of college was too much – they partied and passed out. Yet a middle-of-the-road student like me (Okay, I was really good in English) did much better. I ended up in the honors college with a double major, a masters degree and graduating magna cum laude.

 

And it’s not just my own experience. The research backs this up.

 

A Boston College study tracked more than 80 valedictorians over 14 years. These high school high achievers all became well-adjusted professional adults. But none of them made major discoveries, lead their fields or were trailblazers.

 

For that, you need someone willing to take risks.

 

The folks the researchers followed admitted that this wasn’t them. Many confessed that they weren’t the smartest people in their classes. They just worked really hard and gave teachers exactly what they thought they wanted.

 

So what’s the point?

 

Some people will read this and think I’m against all testing and grading.

 

Wrong.

 

I give tests. I calculate grades. And I would do this even if I had the freedom to do whatever I wanted. (Though I would throw every standardized test right in the garbage.)

 

I think grades and testing have their place. But they aren’t the end, they are a means to an end.

 

They are crude estimations of learning. They’re an educated guess. That’s all.

 

We need to move beyond them if we are to modernize our public schools.

 

Don’t get rid of grades and testing, just change the emphasis. Put a premium on curiosity and creativity. Reward academic risk taking, innovation and imagination. And recognize that most of the time there may be several right answers to the same question.

 

Heck other countries like Finland already do this.

 

For the first six years of school, Finnish children are subjected to zero measurement of their abilities. The only standardized test is a final given at the end of senior year in high school.

 

As a result, their kids have some of the highest test scores in the world. By not focusing on standards and assessments, they counterintuitively top the charts with these very things.

 

There’s a lesson here for American education policy analysts.

 

And that lesson is the title of this article.

 


 

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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With Education Such a Low Priority in America, It’s No Wonder The Holocaust is Fading From Memory

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The Holocaust has never been more relevant than it is today.

 

Racism and prejudice are on the rise. Hate crimes are becoming more common. Anti-immigrant sentiment is becoming more widespread.

 

And anti-Semitic incidents have increased by 57 percent in the past year, according to the Anti-Defamation League.

 

Yet just last week, a comprehensive study of Holocaust awareness was released concluding that Americans are forgetting this vital chapter of our history.

 

After more than 1,350 interviews, Schoen Consulting found that 11 percent of U.S. adults and more than one-fifth of millennials either haven’t heard of the European Holocaust or aren’t sure what it is.

 

From 1933-1945, approximately 12 million people – 6 million of whom were Jews – were systematically put to death by Nazi forces.

 

However, even many of those who admitted to having some knowledge of these events were unsure about the specifics. For instance, one third of respondents – and 41% of millennials – said that only 2 million people were killed.

 

This is unacceptable.

 

But not unexpected.

 

Not in a country that has made education such a low priority for decades.

 

Only a handful of states mandate Holocaust curriculum in schools – Florida, Illinois, New Jersey, California, Michigan, Indiana, New York and Rhode Island – and each one does so to varying degrees of detail.

 

Other states like Pennsylvania have laws strongly encouraging the teaching of the Holocaust but not requiring it outright.

 

Wasn’t this why 42 states adopted Common Core – to make sure all students were learning the same things?

 

Well, first of all those standards were only adopted in English and Math. Social studies standards were far too controversial to make it over the partisan divide.

 

Moreover, Common Core has actually been an impediment to Holocaust studies, not a help.

 

A principal in Delaware refused to let a concentration camp survivor speak to students because he didn’t think it was rigorous enough under Common Core.

 

Another district tried to encourage critical thinking by asking students if the Holocaust was true or if it had been exaggerated – as if proven facts were up for debate.

 

Additionally, the reading standards push for texts to be taught as if they were standardized test items without proper context for a robust understanding. Combine that with an emphasis on texts that are exceedingly complex and it’s no wonder that young people’s understanding of this important part of history is fuzzy.

 

And I write this as an educator who taught the Holocaust in middle school for more than a decade.

 

The first thing I did was throw those corporate-written standards in the trash.

 

My 8th graders and I watched various award-winning documentaries such as “Auschwitz: If You Cried, You Died.” We read the play version of “The Diary of Anne Frank,” but supplemented it with various interviews and autobiographical articles from concentration camp survivors and even a presentation from community members who had first-hand experience of these events until their age and health made that impossible.

 

The whole unit culminated in a trip to the Holocaust Museum in Washington, DC.

 

Unfortunately, this does not appear to be the norm.

 

Though America students make up one third of the 1.7 million visitors to the National Holocaust Museum, 80 percent of Americans say they have never visited any Holocaust museum.

 

I get it. Teaching about this is hard.

 

It’s ugly and scary and repulsive – but it’s meant to be.

 

The DC National Holocaust Memorial  recommends the following guidelines for teaching about the European Holocaust:

 

“Be sensitive to appropriate written and audiovisual content. One of the primary concerns of educators teaching the history of the Holocaust is how to present horrific images in a sensitive and appropriate manner. Graphic material should be used judiciously and only to the extent necessary to achieve the objective of the lesson. You should remind yourself that each student and each class is different and that what seems appropriate for one may not be appropriate for all . . . Some students may be so appalled by the images of brutality and mass murder that they are discouraged from studying the subject further. Others may become fascinated in a more voyeuristic fashion, subordinating further critical analysis of the history to the superficial titillation of looking at images of starvation, disfigurement, and death . . . There is also a tendency among students to glorify power, even when it is used to kill innocent people. Many teachers indicated that their students are intrigued and, in some cases, intellectually seduced by the symbols of power that pervaded Nazi propaganda (e.g., the swastika and/or Nazi flags, regalia, slogans, rituals, and music). Rather than highlight the trappings of Nazi power, you should ask your students to evaluate how such elements are used by governments (including our own) to build, protect, and mobilize a society. Students should also be encouraged to contemplate how such elements can be abused and manipulated by governments to implement and legitimize acts of terror and even genocide.”

 

That’s what I tried to do.

 

This is the first year that I’m not explicitly teaching the Holocaust – and the only reason is because I’m not teaching 8th grade, I’m teaching 7th.

 

It’s not in my curriculum.

 

However, I know my students will get it when they advance to the next grade.

 

I wish that were true everywhere.

 

Unfortunately, a deep knowledge of history does not come from a society obsessed with standardization and privatization.

 

In fact, our policy of high stakes testing is an artifact of the eugenicist movement that inspired the Nazis. Our privatization movement is a holdover from the white flight reactionaries trying to circumvent the integration of Brown vs. Board.

 

We don’t do a comprehensive job teaching the Holocaust because we haven’t, as a society, learned its lessons.

 

We don’t teach the consequences of the European Holocaust because we haven’t come to terms with the consequences of our own American varieties. We haven’t acknowledged the effects of Europeans conquest and genocide of Native Americans, the slave trade, Jim Crow, Japanese internment or the prison industrial complex.

 

To teach the Holocaust we must take a step toward understanding where we, as a nation, have engaged in similar practices.

 

These are lessons vital to our survival and progress.

 

And that is exactly why it hasn’t been made a priority. It is exactly why we don’t have equitable education for all children in America.

 

Doing so would upset the status quo.

 

Doing so would be troublesome to the powers that be who use a racial and economic caste system to keep us all in line.

 

Understanding the Holocaust prevents us from reliving it.

 

And the people in power want to keep that door unequivocally open.


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 Alt Right Has a Friend in Common Core

 

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Let’s say you’re a modern-day hipster Nazi.

 

 

You’re bummed out.

 

 

No one wants to hang out with you because of your bald head and your red suspenders and your commitment to the ideals of a defeated and disgraced totalitarian regime.

 

 

What are you to do?

 

 

REBRAND, son!

 

 

It’s simple.

 

 

No more National Socialist German Workers Party! That sounds too pinko!

 

 

Now you’re simply a member of the Alt Right!

 

 

It’s not racist! You’re just committed to traditional attitudes and values — if those traditional attitudes and values come from 1945 Berlin!

 

 

Heck, you don’t even have to call yourself Alt Right.

 

 

You can call yourself a White Identitarian.

 

You aren’t over-concerned with any one side of the political spectrum or other. You just strongly identify with whiteness — and by extension increasing the political power of white people at the expense of all others.

 

 

That’s all.

 

 

It should be obvious that this isn’t merely rebranding. It’s propaganda.

 

In today’s fast paced information age – where every fact is merely a Google away – that can be hard to get away with – UNLESS

 

 

Unless you already have a readymade tool to protect propaganda from the kind of informed critical thought that can pop it like a bubble. Something to insolate the ignorance and keep out the enlightened analysis.

 

 

I am, of course, talking about Common Core.

 

 

What!?

 

 

How does Common Core have anything to do with white nationalism?

 

 

Common Core is just a set of academic standards for what should be taught in public schools adopted by 42 of 50 states.

 

 

Academic standards aren’t political. Are they?

 

Actually, they are. Quite political.

 

Just take a look at how the standards came to be adopted in the first place.

 

The Obama administration bribed and coerced the states to adopt these standards before many of them were even done being written.

 

 

Hold your horses. The Obama administration!? That doesn’t sound exactly like a friend of the Third Reich.

 

And it wasn’t.

 

 

It was a friend to big business.

 

When first created, these standards weren’t the result of a real educational need, nor were they written by classroom educators and psychologists. They were written by the standardized testing industry as a ploy to get federal, state and local governments to recommit to standardized testing through buying new tests, new text books, new software and new remediation materials.

 

 

It was a bipartisan effort supported by the likes of Obama, the Clintons and Bill Gates on the left and Jeb Bush, Betsy DeVos and Bobby Jindal on the right.

 

 

After Obama’s success pushing them down our collective throats, many Republicans vocally decried the standards – often while quietly supporting them.

 

That’s why after all this time very few state legislatures have repealed them despite being controlled predominantly by Republicans.

 

Okay, so what does this have to do with the Alt Right?

 

 

People like Steve Bannon and Donald Trump are engaged in redefining the conservative movement. Instead of circulating ideas with a merely racist and classist undertone, they want to make those subtleties more explicit.

 

Most aren’t about to hop out of the closet and declare themselves open Nazis or members of the Hitler fan club, but they want to make it clear exactly how wunderbar the Fuhrer’s ideals are with a wink and a smirk.

 

For instance, Trump’s campaign slogan: Make America Great Again.

 

 

When exactly was America great? When white people had unchallenged political and social power and minorities and people of color knew their place. That’s when.

 

 

This is obvious to some of us, but we face a real obstacle making it obvious to others.

 

And that obstacle is Common Core.

 

 

A generation of Americans have been brought up with these shoddy academic standards that don’t develop critical thinking but actively suppress it.

 

 

For instance, take the absurd ravings of the Core’s chief writer – and current head of the College Board – David Coleman.

 

 

Going counter to the thinking of nearly every expert on literacy, he emphasized cold or close reading over reading text in context.

 

 

In particular, he said:

 

 

“Do you know the two most popular forms of writing in the American high school today?…It is either the exposition of a personal opinion or the presentation of a personal matter. The only problem, forgive me for saying this so bluntly, the only problem with these two forms of writing is as you grow up in this world you realize people don’t really give a shit about what you feel or think… It is a rare working environment that someone says, “Johnson, I need a market analysis by Friday but before that I need a compelling account of your childhood.”

 

 

Later, he added:

 

 

“The most popular 3rd grade standard in American today…is what is the difference between a fable, a myth, a tale, and a legend? The only problem with that question is that no one knows what the difference is and no one probably cares what the difference is either.”

 

And finally:

 

 

“This close reading approach forces students to rely exclusively on the text instead of privileging background knowledge, and levels the playing field for all students.”

 

 

However, Coleman was dead wrong on all counts.

 

 

What you think and feel IS important. The requirements of the corporate world ARE NOT the only reasons to teach something. Being able to distinguish between similar but different concepts IS important. And context is ABSOLUTELY ESSENTIAL to understanding!

 

For instance, today’s spin doctor Nazis soon realized that you can’t go goose stepping down main street blindly espousing how much better it is to be white — better than, say, being black or Jewish.

 

 

But you can hang up posters in college campuses that say the same sort of thing in a cutesy, passive aggressive way. For instance: “It’s okay to be white.”

 

If we look just at the text, as Coleman advises, we see a rather innocuous statement.

 

 

There’s nothing racist here. It’s just a simple statement that being white is also acceptable.

 

 

However, if we add back the context, we find an indirect racial undertone.

 

These posters weren’t put up willy nilly. They were hung on college campuses where white nationalists wearing MAGA hats were recruiting. They were pasted over Black Lives Matter posters, accompanying drawings of Donald Trump.

 

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In context, then, this statement doesn’t just mean “It’s okay to be white.” It means “It’s okay to be pro-white supremacist, to be pro-white power.”

 

 

And that brings up two other examples.

 

 

MAGA – Make America Great Again.

 

Take it out of context and it’s innocuous. It just means to increase the abstract greatness of the country to what it was at some unspecified time in the past.

 

However, if we put that statement in the context of the Trump campaign and its xenophobia, homophobia, Islamophobia, transphobia, etc. — then it’s meaning becomes clear. As noted above, it’s an ode to white power and nostalgia for greater white privilege.

 

 

And “Black Lives Matter”? Why do many of these same Identitarians take exception to that slogan and the movement behind it?

 

 

The Alt Right says BLM is reverse racist. They claim the name BLM means “ONLY black lives matter.”

 

 

Context tells us differently.

 

 

The BLM group was formed in response to the indiscriminate murder of people of color and those who committed these crimes not behind held accountable. Officer Darren Wilson not indicted for killing Michael Brown. Officer Daniel Pantaleo not indicted for killing Eric Garner. Officers Timothy Loehmann and Frank Garmback not indicted for killing Tamir Rice. And on and on.

 

 

Yet the Alt Right is allowed to mischaracterize a simple call for peace as if it identified a terrorist organization.

 

 

Why? Because context has been banished from the building.

 

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I’m not saying that Common Core has caused these problems, but it has allowed them.

 

I doubt this is what Coleman, who is Jewish, intended.

 

 

But whenever you water down critical thinking – even if it’s for purely practical ends – you end up hurting everyone.

 

 

The best societies praise intellect and tolerance.

 

 

For all their faults, our founders knew this. That’s why they emphasized the importance of public education.

 

 

If we had ensured everyone in the country had access to the best possible education, this modern Nazi subculture wouldn’t be able to make as much headway as it has.

 

 

This is yet another way that our obsession with unrestrained capitalism, neoliberalism and plutocracy has put us on a road that may end in fascism.