Wagner Spouts Trumpian Lie About Education at Gubernatorial Debate

October 2, 2018October 2, 2018 stevenmsinger Accountability, Budget, Corbett, Corporate Education "Reform", Credibility, Democrat, Donald Trump, Education, Election, Media, Obama, Pennsylvania, Pension Reform, Pensions, Philadelphia, Philadelphia Schools, Pittsburgh Public Schools, Politics, Poverty, Propaganda, Republican, School Funding, Schools, Scott Walker, Students, Teachers, union busting, Unions, voting Alex Trebek, Corbett, Debate, Democrats, Donald Trump, education, Election, Governor Tom Wolf, Pennsylvania, Republicans, school funding, Scott Wagner, voting

The defining moment of Pennsylvania’s one and only gubernatorial debate wasn’t made by incumbent Tom Wolf or his challenger Scott Wagner.

It was made by former Republican Gov. Tom Corbett.

At least it was made by him seven years ago.

Before voters overwhelmingly choose the Democratic Wolf to replace him, Corbett told a whooper about his administration and education funding – namely that he DIDN’T cut almost $1 billion from the poorest schools in the Commonwealth.

Yes, ten thousand teachers were furloughed. Class sizes ballooned. Children literally died for lack of nurses.

But Corbett wanted us all to believe it wasn’t him or his administration that took that money away.

It was untrue then, and it’s untrue now.

Yet that didn’t stop Wagner from dusting it off before 1,700 people and moderator Alex Trebek at the annual Pennsylvania Chamber of Business and Industry dinner in Hershey:

“Trebek: What you have not mentioned is education suffered immensely about seven years ago when Gov. Corbett knocked off about a billion dollars. And…

Wagner: That’s totally false.

Trebek: Oh, it’s false.

Wagner: That’s totally false. Those were federal stimulus dollars. Gov. Wolf went around and told that. It was a lie. Gov. Corbett … (Clapping)… And the stimulus money came in during Gov. Rendell’s administration. And so Gov. Corbett’s here tonight. People need to know that Gov. Corbett did as much for education as really any governor. (Clapping) And he needs to be remembered for that. He didn’t cut the billion dollars. It was a billion dollars of stimulus money that came in and they were told – the education system – I wasn’t there – Don’t hire teachers, don’t… They did all that. Guess what? Here’s the problem with the system, Alex. The billion dollars. It’s gone. We have nothing to show for it.”

Here’s the crux of the bedtime story he’s telling.

The big bad federal government gave us money, and when that money was spent, we didn’t have it anymore. So what mean ol’ Gov Wolf calls a budget cut was no one’s fault.

The problem is it’s baloney.

The federal government DID give Pennsylvania stimulus dollars for its schools for one-time infrastructure improvements. However, the state legislature reacted by reducing the amount of state money it used to fund schools at the same time forcing districts to use the stimulus for operating costs.

It’s as if someone gives you a couple hundred dollars for your birthday and then your boss stops paying you your salary. That may work this week, but next week you need your paycheck. Otherwise you don’t have money to pay the bills.

Your boss can’t say to you: I’m not cutting your wages. Look I gave you just as much money this week as last week.

That won’t fly. But it’s exactly what Corbett tried to sell voters almost four years ago and they weren’t buying it.

And now Wagner is pulling out the same moldy lie, brushing off the flies and trying to pass it off as the truth.

This is troubling for two reasons.

First, it shows Wagner is as deceitful as his heroes Corbett and Donald Trump.

Second, it shows he’s playing from the same morally bankrupt playbook.

Corbett didn’t stop at saying he never cut the money he cut. He went so far as to say he actually RAISED school funding!

That’s like urinating on someone and telling them it’s raining.

And he did it with dishonest accounting – lumping pension funds for teachers in with classroom funding and pretending they were all the same.

He took a bill that was already due (pension costs) and pretended like that money was paying to run the state’s classrooms.

It wasn’t.

So children throughout the keystone state suffered and some even died.

Apply that to Wagner’s rapidly changing position on education funding.

He has long been an advocate for slashing school budgets. In fact, he was a popular surrogate for Corbett when this whole catastrophe was going down.

But now that his campaign has seen how unpopular that position is, very recently he’s changed his tune.

Suddenly he says we should increase education funding.

And good for him.

However, if he’s using the Corbett playbook, it seems that “increase” really won’t be anything of the sort.

It will just be more creative accounting and fantasy storytelling. He’ll pay for pensions and say he’s increasing school funding. Or maybe he’ll fudge something else from column A and pretend it’s funding column B.

It’s disingenuous, dishonest and Pennsylvanians aren’t going to put up with it.

Perhaps that’s why Wolf is leading in the polls.

Wagner may have found a way to get his supporters into the debate hall – they certainly clapped loud at his points – but they are a minority among voters.

I wish Trebek had called him out on it.

I wish Gov. Wolf had challenged him.

But time was running short and Wagner still had to complain about a college swimming coach with too high a pension, and he had to whine about mean old Wolf demanding the Marcellus Shale industry pay its fair share of taxes.

There were plenty of other sparks at the debate.

Wagner raged about this and lied about that. He thinks running a state like Pennsylvania is like managing his $75 million garbage hauling company. But if given the chance, it will be our children’s future’s that are left in the trash.

Meanwhile, Gov. Wolf looked like the adult in the room, soberly explaining the improvements he’d overseen in his term in office (a balanced budget, healing some of the Corbett education cuts, etc.) and outlining where we need to go in the future.

Every time Wagner slammed him for taking support from unions, I wished he’d spoken up. But he just let it pass like Casey at Bat looking for a perfect pitch.

“You keep talking trash on unions,” he’d say. “Yeah, many of my supporters are union workers, union teachers, nurses, letter carriers, construction workers. Yes, I’m supported by working people and I support them in turn. Labor is the backbone of this nation and that’s true here in Pennsylvania as it’s true everywhere.”

But, no. He didn’t say that.

Don’t get me wrong. I think Pennsylvania voters have a clear choice here – the sane, sensible Wolf vs. the blowhard and capricious Wagner. But how I wish Wolf had shown more fight!

The only thing the media seemed moved to report, though, were the antics of Trebek.

Twitter squeaky wheels thought the Jeopardy host’s moderation was weird. I’ll admit a tangent into the Catholic church and pedophile priests may not have been necessary. But he made the entire event more watchable and he called out Wagner’s lies more often than not.

The question is: What will voters do in November?

Watch the whole debate HERE.

Here’s a video I made about Corbett’s budget cuts – a story so simple even Wagner and Corbett could understand 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!

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

September 28, 2018 stevenmsinger Accountability, Budget, capitalism, Child Predators, Child Safety, Civil Rights, Compassion, Congress, Democrat, Donald Trump, Education, Gun Control, Guns, Mass Shooting, nonviolence, Parents, Pennsylvania, Police, Politics, Poverty, protest, Republican, School Funding, School to Prison Pipeline, school violence, Schools, Shooting, Students, Teachers active shooter drill, education, Gun Control, gun sense, Gun Violence, Guns, Guns in Schools, NRA, public schools, school shootings, schools, teachers, teaching

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

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

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

But it did no good.

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

Then someone blew a whistle and the scenario was over.

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

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

A flurry of hands went up including mine.

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

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

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

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

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

Do something?

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

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

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

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

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

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

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

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

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

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

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

Instead, they advised us as follows:

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

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

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

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

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

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

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

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

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

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

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

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

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

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

These ridiculous safety drills are simply whistling in the dark.

They’re not harmless. They’re HARMFUL.

They actually make our schools less safe.

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

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

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

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

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

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

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

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

Just look at the facts.

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

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

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

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

“You shot me in the dick,” I said.

He laughed. And I laughed.

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

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

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

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

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

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

Do something?

Take your own advice, America.

WANT A SIGNED COPY?

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

The Six Biggest Problems with Data-Driven Instruction

September 25, 2018September 29, 2018 stevenmsinger Accountability, Arne Duncan, Betsy DeVos, Bill Gates, Civil Rights, Common Core, computers, Corporate Education "Reform", Data, Data Driven Instruction, Data Mining, edtech, Education, Junk science, Learning, Media, Politics, Prejudice, Propaganda, Schools, Standardized Testing, STEM, Students, Teachers, Technology, Toxic Testing annual testing, Data, Data Driven Instruction, Data Mining, education, education reform, educators, high stakes testing, junk science, public schools, Purpose of Education, schools, standardized testing, teachers, teaching, teaching to the test, Test Prep, test-based accountability

“On the dangers of being data-driven: Imagine driving from A to B ignoring the road, the weather, the traffic around you… only staring at the gauges on the dashboard.”

– Educator Dan McConnell

“Make your instruction data-driven.”

If you’re a public school teacher, you’ve probably heard this a hundred times.

In the last week.

Principals and administrators use that word – “data-driven” – as if it were inscribed over the front doors of the schoolhouse in stone.

The idea goes like this: All lessons should be based on test scores.

Students take the federally mandated standardized test. Your job is to make sure they get the best possible score. Your class is nothing but a way station between standardized tests.

Pretest your students and then instruct them in such a way that when they take the test again, they’ll get the best possible score.

It’s total nonsense. And it doesn’t take much to see why.

No teacher should ever be data-driven. Every teacher should be student-driven.

You should base your instruction around what’s best for your students – what motivates them, inspires them, gets them ready and interested in learning.

To be sure, you should be data-informed – you should know what their test scores are and that should factor into your lessons in one way or another – but test scores should not be the driving force behind your instruction, especially since standardized test scores are incredibly poor indicators of student knowledge.

No one really believes that the Be All and End All of student knowledge is children’s ability to choose the “correct” answer on a multiple-choice test. No one sits back in awe at Albert Einstein’s test scores – it’s what he was able to do with the knowledge he had. Indeed, his understanding of the universe could not be adequately captured in a simple choice between four possible answers.

As I see it, there are at least six major problems with this dependence on student data at the heart of the data-driven movement.

So without further ado, here is a sextet of major flaws in the theory of data-driven instruction:

The Data is Unscientific

When we talk about student data, we’re talking about statistics. We’re talking about a quantity computed from a sample or a random variable.

As such, it needs to be a measure of something specific, something clearly defined and agreed upon.

For instance, you could measure the brightness of a star or its position in space.

However, when dealing with student knowledge, we leave the hard sciences and enter the realm of psychology. The focus of study is not and cannot be as clearly defined. What, after all, are we measuring when we give a standardized test? What are the units we’re using to measure it?

We find ourselves in the same sticky situation as those trying to measure intelligence. What is this thing we’re trying to quantify and how exactly do we go about quantifying it?

The result is intensely subjective. Sure we throw numbers up there to represent our assumptions, but – make no mistake – these are not the same numbers that measure distances on the globe or the density of an atomic nucleus.

These are approximations made up by human beings to justify deeply subjective assumptions about human nature.

It looks like statistics. It looks like math. But it is neither of these things.

We just get tricked by the numbers. We see them and mistake what we’re seeing for the hard sciences. We fall victim to the cult of numerology. That’s what data-driven instruction really is – the deepest type of mysticism passed off as science.

The idea that high stakes test scores are the best way to assess learning and that instruction should center around them is essentially a faith based initiative.

Before we can go any further, we must understand that.
It Has Never Been Proven Effective

Administrators and principals want teachers to base their instruction around test scores.

Has that ever been proven an effective strategy for teachers planning lessons or the allocation of resources? Can we prove a direct line from data to better instruction to better test scores?

The answer is an unequivocal NO.

In a 2007 study from Gina Schuyler Ikemoto and Julie A. Marsh published in the Yearbook for the National Society for the Study of Education, data driven instruction actually was found to have harmful effects on educator planning and, ultimately, student learning.

Researchers looked at 36 instances of data use in two districts, where 15 teachers used annual tests to target weaknesses in professional development or to schedule double periods of language arts for English language learners. The result was fewer instances of collective, sustained, and deeper inquiry by groups of teachers and administrators using multiple data sources – test scores, district surveys, and interviews – to reallocate funds for reading specialists or start an overhaul of district high schools.

Teachers found the data less useful if it was not timely – standardized test scores are usually a year old by the time they get to educators. Moreover, the data was of less value if it did not come with district support and if instructors did not already buy into its essential worth.

In short, researchers admitted they could not connect student achievement to the 36 instances of basic to complex data-driven decisions in these two districts.

But that’s just one study.

In 2009, the federal government published a report (IES Expert Panel) examining 490 studies where schools used data to make instructional decisions.

Of these studies, the report could only find 64 that used experimental or quasi-experimental designs. Of these it could find only six – yes, six – that met the Institute of Education Sciences standard for making causal claims about data-driven decisions to improve student achievement.

And when examining these six studies, the panel found “low evidence” to support data-driven instruction. They concluded that the theory that data-driven instructional decisions improve student test scores has not been proven in any way, shape or form.
It’s Harmful – The Stereotype Threat and Motivation

Data-driven instruction essentially involves grouping students based on their performance on standardized tests.

You put the low scorers HERE, the students on the bubble who almost reached the next level HERE, and the advanced students HERE. That way you can easily differentiate instruction and help meet their needs.

However, there is a mountain of psychological research showing that this practice is harmful to student learning. Even if you don’t put students with different test scores in different classes, simply informing them that they belong to one group or another has intense cognitive effects.

Simply being told that you are in a group with lower test scores depresses your academic outcomes. This is known as the stereotype threat.

When you focus on test scores and inform students of where they fall on the continuum down to the percentile – of how far below average they are – you can trigger this threat. Simply tracking students in this way can actually make their scores worse.

It can create negative feelings about school, threatening students’ sense of belonging, which is key to academic motivation.

But it’s not just the low scorers who are harmed. Even the so-called “advanced” students can come to depend on their privileged status. They define themselves by their achievement, collecting prizes, virtual badges and stickers. These extrinsic rewards then transform their motivation from being driven by the learning and the satisfaction of their curiosity to depending on what high achievement gets them, researchers have found.

In short, organizing all academics around tests scores is a sure way to lower them.
The Data Doesn’t Capture Important Factors

Data-driven instruction is only as good as the data being used. But no data system can be all inclusive.

When we put blinders on and say only these sorts of factors count, we exclude important information.

For instance, two students do the same long-term project and receive the same grade. However, one student overcame her natural tendency to procrastinate and learned more than in past projects. The other did not put forth his best effort and achieved lower than his usual.

If we only look at the data, both appear the same. However, good teachers can see the difference.

Almost every year I have a few students who are chronically tardy to class. A good teacher finds out why – if this is because they aren’t making the best use of the class interval or if they have a greater distance to travel than other students. However, if we judge solely on the data, we’re supposed to penalize students without considering mitigating factors. That’s being data-driven – a poor way to be a fair teacher.

It has been demonstrated repeatedly that student test scores are highly correlated with parental income. Students from wealthier parents score well and those from more impoverished families score badly. That does not mean one group is smarter or even more motivated than the other. Living in poverty comes with its own challenges. Students who have to take care of their siblings at home, for instance, have less time for homework than those who have nothing but free time.

A focus solely on the data ignores these factors. When we’re admonished to focus on the data, we’re actually being told to ignore the totality of our students.
It’s Dehumanizing

No one wants to be reduced to a number or a series of statistics.

It is extremely insulting to insist that the best way for teachers to behave is to treat their students as anything other than human beings.

They are people with unique needs, characteristics, and qualities, and should be treated accordingly.

When one of my students does an amazing job on an assignment or project, my first impulse is not to reduce what they’ve done to a letter grade or a number. I speak my approbation aloud. I write extensive comments on their papers or conference with them about what they’ve done.

Certainly, I have to assign them a grade, but that is merely one thing educators do. To reduce the relationship to that – and only that – is extremely reductive. If all you do is grade the learner, you jeopardize the learning.

Every good teacher knows the importance of relationships. Data-driven instruction asks us to ignore these lessons in favor of a mechanistic approach.

I’m sorry. My students are not widgets and I refuse to treat them as such.

I am so sick of going to conferences or faculty meetings where we focus exclusively on how to get better grades or test scores from our students. We should, instead, focus on how to see the genius that is already there! We should find ways to help students self-actualize, not turn them into what we think they should be.

At this point, someone inevitably says that life isn’t fair. Our students will have to deal with standardized tests and data-driven initiatives when they get older. We have to prepare them for it.

What baloney!

If the real world is unfair, I don’t want my students to adjust to that. I want to make it better for them.

Imagine telling a rape victim that that’s just the way the world is. Imagine telling a person brutalized by the police that the world is unfair and you just have to get used to it.

This is a complete abdication not just of our job as teachers but our position as ethical human beings.

Schools are nothing without students. We should do everything we can to meet their needs. Period.
It’s Contradictory – It’s Not How We Determine Value in Other Areas

Finally, there is an inherent contradiction that all instruction must be justified by data.

We don’t require this same standard for so many aspects of schooling.

Look around any school and ask yourself if everything you see is necessarily based on statistics.

Does the athletic program exist because it increases student test scores? Does each student lunch correlate with optimum grades? Do you have computers and iPads because they have a measureable impact on achievement?

Some administrators and principals DO try to justify these sorts of things by reference to test scores. But it’s a retroactive process.

They are trying to connect data with things they already do. And it’s completely bogus.

They don’t suddenly believe in football because they think it will make the team get advanced scores. They don’t abruptly support technology in the classroom because they think it will make the school achieve adequate yearly progress.

They already have good reasons to think athletics helps students learn. They’ve seen participation in sports help students remain focused and motivated – sometimes by reference to their own lives. Likewise, they’ve seen the value of technology in the classroom. They’ve seen how some students turn on like someone flipped a switch when a lesson has a technological component.

These aren’t necessarily quantifiable. They don’t count as data but they are based on evidence.

We come to education with certain beliefs already in place about what a school should do and others are formed based on the empiricism of being there, day-in, day-out. “Data” rarely comes into the decision making process as anything but a justification after the fact.

And so we can firmly put the insistence on data-driven instruction in the trash bin of bad ideas.

It is unscientific, unproven, harmful, reductive, dehumanizing and contradictory.

The next time you hear an administrator or principal pull out this chestnut, take out one of these counterarguments and roast it on an open fire.

No more data-driven instruction.

Focus instead on student-driven learning.

Don’t let them co-opt you into the cult of numerology. Remain a difference-maker. Remain a teacher.

WANT A SIGNED COPY?

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

FBI Warns EdTech Puts Student Safety at Risk

September 20, 2018September 20, 2018 stevenmsinger Accountability, Betsy DeVos, Bill Gates, capitalism, Child Safety, Civil Rights, Competency Based Education, computers, Congress, Corporate Education "Reform", Cyber Charter Schools, Data, Data Mining, edtech, Education, Learning, Local Control, Media, Parents, Politics, privatization, School Funding, Schools, Standardized Testing, STEM, Students, Teachers, Technology, video games corporate, Corporate Education Reform, corporate school reform, Danger, Data Mining, ed-tech, edtech, education, FBI, Federal Bureau of Investigations, Pandora's Box, Profit, public schools, schools, student privacy, technology, warning

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

It might just be a laptop or an iPad.

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

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

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

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

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

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

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

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

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

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

Analysts listed several types of student particulars being stockpiled:

“personally identifiable information (PII);

biometric data;

academic progress;

behavioral, disciplinary, and medical information;

Web browsing history;

students’ geolocation;

IP addresses used by students; and

classroom activities.”

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

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

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

According to the FBI:

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

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

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

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

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

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

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

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

The FBI listed several recommendations for parents and families:

“Research existing student and child privacy protections of the Family Educational Rights and Privacy Act (FERPA), the Protection of Pupil Rights Amendment (PPRA), the Children’s Online Privacy Protection Act (COPPA), and state laws as they apply to EdTech services.
Discuss with their local districts about what and how EdTech technologies and programs are used in their schools.

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

WANT A SIGNED COPY?

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

Report: US Shortchanged Public Schools by Hundreds of Billions of Dollars Over Decades

September 17, 2018 stevenmsinger #BlackLivesMatter, Accountability, AFT, Betsy DeVos, capitalism, Charter Schools, Child Predators, Congress, Corporate Education "Reform", Data, Democrat, Donald Trump, Education, ESEA, Healthcare, Local Control, NEA, Politics, Poverty, Prejudice, privatization, Racism, Republican, School Choice, School Funding, School to Prison Pipeline, school vouchers, Schools, small class size, Social Justice, Special Education, Standardized Testing, Students, Taxation, Teachers, Unions Alliance to Reclaim Our Schools, AROS, Confronting the Education Debt, debt, education, Elementary and Secondary Education Act, fairness, Politics, school funding, schools, solutions, Students, tax cuts, Taxation, teachers, The Individuals with Disabilities Education Act, wealth inequality

Fun Fact: Between 2005 and 2017, the federal government withheld $580 billion it had promised to spend on students from poor families and students with disabilities.

Fun Fact: Over that same period, the personal net worth of the nation’s 400 wealthiest people ballooned by $1.57 trillion.

So, rich people, consider this the bill.

A new report called “Confronting the Education Debt” commissioned by the Alliance to Reclaim Our Schools (AROS) details the shortfall in minute detail.

For instance:

$347 billion owed to educate low-income students most of whom are children of color.

$233 billion owed to provide services for students with disabilities.

And this is just the shortfall of the last dozen years! That’s just money due to children who recently graduated or are currently in the school system!

We’ve been cheating our children out of the money we owe them for more than half a century!

Federal education funding levels were first established in 1965 as part of Pres. Lyndon Johnson’s War on Poverty in the landmark education law, the Elementary and Secondary Education Act (ESEA).

That law, which has become little more than a boondoggle for the standardized testing and school privatization industries, originally was passed to address inequality in America’s education funding.

Now this report from a coalition of groups including the Education Justice Research and Organizing Center, the National Education Association, the American Federation of Teachers, Center for Popular Democracy and the Action Center on Race and the Economy points out the multifarious ways we have failed to live up to the standards we set in that original legislation and beyond.

One of the most glaring examples of neglect is Title I funding.

The Johnson administration admitted that schools with a high concentration of students living below the poverty line needed extra support to succeed at the same levels as students from middle class or more affluent backgrounds. So the law promised to provide an additional 40 percent for each poor child above what the state already spent per pupil.

And then it promptly failed to fund it. In 1965 and every year since!

These are not just numbers. With this money, high poverty schools could provide:

“health and mental health services for every student, including dental and vision services; and
a full-time nurse in every Title I school; and
a full-time librarian for every Title I school; and
a full-time additional counselor in every Title I school, or
a full-time teaching assistant in every Title I classroom.”

A decade later, in 1975, the same thing happened with The Individuals with Disabilities Education Act (IDEA).

Congress told local districts they’d have to do more to help disabled students succeed academically. However, doing so costs money. Lawmakers admitted that disabled students cost more to educate and that local districts often struggle to find the funding to help them succeed.

Once again, Congress pledged to pay up to 40 percent of that additional cost, with local and state funds covering the remainder.

Once again, Congress failed to fund it.

STATE AND LOCAL FAILURE

But it’s not just the federal government that has shirked its duties to school children.

State and local governments also stiffed generations of students out of the resources they deserved – especially if those students have black or brown skin.

Beside the federal government, public schools are funded by their local municipalities and the state. Local governments pay for about 45 percent of school budgets.

However, since most of this allotment is determined by property tax revenues, it ensures the poor get fewer resources than the rich. Kids from rich neighborhoods get lots of resources. Kids from poor areas get the scraps. Inequality is built into the funding formula to ensure that students don’t start out on an even playing field and that economic handicaps are passed on from one generation to the next.

State governments are no better. They provide about 47 percent of school budgets.

As such, they are in the position to right the wrongs of the local community by offsetting the inequality of local governments – but only 11 states do so. Twenty states close their eyes and provide the same funding to each school – rich and poor alike – regardless of need or what each community can afford to provide for its own children. But 17 states are even worse. They actually play Robin Hood in reverse – they funnel more money to wealthier districts than to poor ones.

As a result, schools nationwide serving mostly students of color and/or poor children spend less on each child than districts serving mostly white and/or affluent children.

TAX CUTS

And while our federal, state and local governments have failed to meet their responsibilities to students, they have required fewer taxes from business and industry.

In the late 1940s and 1950s, the top marginal tax rate was more than 90 percent. Today it is 37 percent.

Congress just passed a series of whooping tax cuts that go into effect in 2019. More than half of the benefit of these cuts will go to the richest five percent of taxpayers. The law is expected to cost the federal treasury as much as $1.5 trillion in lost revenues over the next decade.

Nearly every state levies a much greater share of taxes from low- and middle-income families than from the wealthy.

And that’s before we even start talking about corporations!

While the US federal corporate tax is 35 percent, the effective tax rate that corporations pay after loopholes and deductions is only about 14 percent. This costs the federal government at least $181 billion in annual revenue, based on 2013 estimates by the Government Accountability Office. Local and state corporate tax and abatement programs make it even worse.

This is a choice. We are not requiring the rich to pay their fair share.

SCHOOL-TO-PRISON

Instead of investing in ways to help educate children, one of the only areas we’ve increased funding is incarceration.

The private prison industry is booming, fueled in part by a lack of opportunities in schools.

According to the report:

“In 2017, the National Association of School Resource Officers claimed that school policing was the fastest-growing area of law enforcement. The school safety and security industry was reported to be a $2.7 billion market as of 2015. Most of that $2.7 billion is public money now enriching the private security industry instead of providing real supports to students.”

According to the US Department of Education, 1.6 million students go to a school that employs a law enforcement officer but not a guidance counselor.

That is not an unalterable economic reality. It is a failure of priorities. It is the mark of a society that is not willing to help children but will swoop in to punish them if they get out of line.

SCHOOL PRIVATIZATION

Finally, the report identifies school privatization as a contributing factor to this systemic neglect.

Charter schools are legal in 44 states plus Washington, D.C. and Puerto Rico. They have “systematically stripped public school budgets through the creation of parallel structures of privately-operated, publicly-funded schools.”

Cost studies in San Diego, Los Angeles, Nashville, Michigan, Pennsylvania, Durham and other localities have come to the same conclusion: “the privatization of schools has contributed to austerity conditions in traditional public schools.”

Yet Congress continues to appropriate millions of dollars to the Department of Education’s Charter Schools Program (CSP), which funds new charter start-ups and expansions. The program has a budget of $500 million this year, alone. It is the largest single backer of charter schools in the nation.

According to the report, “In other words, the U.S. Department of Education is operating a program that directly undermines public schools.”

SOLUTIONS

But the report isn’t just about what’s wrong. It outlines how we can make it right.

It outlines three policy initiatives:

1)      “Full funding of Title I and IDEA to target federal support to low-income children and students with disabilities.

2)      The creation of 25,000 Sustainable Community Schools by 2025.

3)      A new focus for the U.S. Department of Education, on ensuring and incentivizing equity in public schools across the country.”

And we can pay for it by:

A. “Make the wealthy pay their fair share of taxes.

Rescind the 2017 tax code changes, which overwhelmingly favor the top 1 percent of income earners.

Close the federal carried interest loophole, a step that could increase federal revenues by between $1.8 and $2 billion annually or, according to some researchers, by as much as $18 billion annually.

If the carried interest loophole is not closed at the federal level, states can impose a surcharge on carried interest income at the state level, raising millions for state budgets.

Enact so-called “millionaire’s taxes” that increase the tax rate on a state’s highest earners. New York and California have already passed such law.

B. Require wealthy corporations to pay their fair share.

End or reduce corporate tax breaks that cost the federal government at least $181 billion annually.
Reduce state and local subsidies to businesses for economic development projects and hold school funding immune from tax abatements.
Enforce and strengthen programs like Payment in Lieu of Taxes (PILOT) to ensure that wealthy institutions pay their fair share towards local budgets.

C. Divest from the school-to-prison pipeline.

School safety and security is now a $2.7 billion industry. Much of that money is public money, going to profitable corporations instead of schools.

Divest from expensive security systems, metal detectors and legions of school-based police officers and instead invest in counselors, health and mental-health providers and other supports that make schools safer.

D. Place a moratorium on new charter schools and voucher programs.

A moratorium on the federal Charter Schools Program would free up $500 million annually, which could be used to support the creation of Sustainable Community schools.”

The executive summary concludes with the following statistic.

Even a 10 percent increase in funding for each high poverty student maintained through 12 years of public school can dramatically change the likelihood of academic success. It can boost the chances that students will graduate high school, achieve 10 percent higher earnings as adults and a 6 percentage point reduction in the annual incidence of adult poverty, according to a 2015 report.

“Ten percent is pocket-change for a nation that has orchestrated the rise of an unmatched billionaire class. In the richest nation in the world, it is possible to fully fund all our public schools, and to provide Black, Brown and low-income children with the educational resources and additional supports and services they need to achieve at the highest levels.”

The facts are in, folks.

We can no longer gripe and complain about a public education system we fail to support without recognizing the cause. We have failed to meet our responsibilities to our children – especially our children of color.

The solution is simple – equity.

We need to demand the rich do the right thing.

We cannot achieve greatness as a nation when wealth and privilege continue to shirk their duties and our lawmakers do little more than enable greed and corruption.

The bill is here.

Time to settle up.

READ THE WHOLE REPORT.

WANT A SIGNED COPY?

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

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

September 14, 2018 stevenmsinger Accountability, Betsy DeVos, capitalism, Child Predators, Competency Based Education, computers, Corporate Education "Reform", Credibility, Data, Data Mining, Democrat, edtech, Education, Junk science, Learning, Parents, Pennsylvania, Politics, School Funding, Schools, Standardized Testing, Students, Teachers, Technology, Tom Wolf, Toxic Testing CDT, Classroom Diagnostic Tools, Data Mining, Data Recognition Corporation, edtech, education, Keystone Exams, Pennsylvania, Politics, PSSA, schools, teachers, teaching, technology

It’s test time.

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

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

Another hand.

“It keeps kicking me out.”

Another.

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

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

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

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

“The Website just kicked us all off.”

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

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

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

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

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

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

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

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

This is not a mandatory test.

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

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

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

Do you understand it now?

No.

Do you understand it Now?

No.

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

Of these, the most common is the CDT.

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

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

Moreover, the CDT test is cumbersome to proctor.

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

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

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

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

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

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

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

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

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

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

But that’s not even the worst part.

Why are we doing this in the first place?

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

Answer: No.

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

One test from K-12!

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

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

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

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

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

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

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

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

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

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

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

You need refer to the same part of the law:

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

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

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

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

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

That includes the CDT.

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

“Dear Principal/Teacher(s):

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

Sincerely,”

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

Your child’s teacher would like nothing better!

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

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

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

WANT A SIGNED COPY?

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

Nationwide Poll Shows Overwhelming Support for Public Schools in All Areas Except One

September 4, 2018 stevenmsinger Accountability, Betsy DeVos, Charter Schools, Civil Rights, Corporate Education "Reform", Data, Democrat, Donald Trump, Education, Learning, Media, Parents, Politics, Prejudice, privatization, Republican, School Choice, School Funding, school vouchers, Schools, Students, Teachers charter schools, education, PDK poll, Politics, public schools, school vouchers, teacher shortage, teachers

Waylon Jennings classic country hit advises Mama’s not to let their babies grow up to be cowboys.

Now, I guess we can add teachers to that list.

According to the 50th annual PDK Poll of attitudes about public schools, Americans trust and support teachers, but don’t want their own children to join a profession they see as underpaid and undervalued.

In almost every other way, they support public schools and the educators who work there.

When it comes to increasing school funding, increasing teacher salary, allowing teachers to strike, and an abundance of other issues, the poll found a majority of people unequivocally in favor of endeavors meant to bolster learning.

In fact, support for education and educators has never been so high in half a century.

“Two-thirds of Americans say teachers are underpaid, and an overwhelming 78% of public school parents say they would support teachers in their community if they went on strike for more pay,” according to PDK’s Website.

If true, this result illuminates an incredible tone deafness among politicians like Scott Wagner in Pennsylvania who is running for governor on the platform that teachers make too much money. According to the poll, only 6% of Americans agree with him.

Moreover, those who support teachers strikes include 6 in 10 Republicans.

“Those who would be most affected by a teacher walk-out — say they would support teachers in their community if they went on strike for more pay. Among the general public, 73% say they would support a job action for higher wages.”

These are record high results that are also reflected in respondents unwillingness to encourage their own children to become teachers in the current political landscape.

For the first time since the question was asked in 1969, a majority of 54% say they would not want their child to become a teacher.

The reason? Poor pay and benefits.

Moreover, a lack of adequate funding is cited as the most common problem facing public schools – a finding that’s held true since the early 2000s. In fact, for the 17th consecutive year, Americans have named the lack of funding as the biggest problem facing their local schools.

It seems that either or both major political parties could easily pick up broad popular support by doing an about face on education. Instead of backing standardization and privatization, they should get behind public education.

The topic has typically served as a wedge issue between progressives and corporate Democrats while Republicans have almost exclusively backed a strategy to “starve the beast” and promote privatization.

However, Democrats and/or Republicans who ran on respecting and remunerating teachers as well as increasing support for the public schools that employ them would find major support among voters.

The PDK poll is based on responses from 1,042 adults including 515 parents of school-age children. They were randomly and representatively sampled in May 2018 through on-line surveys.

The 2018 results include particular support for the public school system as opposed to charter and voucher schools.

Nearly 8 in 10 people said they prefer reforming the existing public school system rather than finding an alternative approach.

That’s a higher response than any year since the question was first asked 20 years ago. Moreover, it’s not just an opinion about nationwide schooling: 78% say they’d rather reform than replace the local school system, as well.

In addition, there is support among Americans to not only increase funding, but also spend it more equitably.

A majority (60%) support spending more on students who need extra help than spending the same amount on every child (39%).

Responds were more divided on where the influx of funding should come from.

Half of respondents favor raising taxes and half say the schools should spend less on students who require fewer resources.

This is related to public perception of exactly which students are receiving unfair funding. The poll revealed that most people recognize some resource inequality based on race and geographic region but they think most is based on parental wealth: 75% of respondent say public school students serving mostly poor students have fewer resources than those serving rich students.

One of the most interesting findings is always the public’s overall perception of schools.

And this poll – as in previous editions – found a sharp difference in respondents appraisal of schools nationwide vs. the schools in their own neighborhoods.

Fifty-five percent say that on a national scale students today get a worse education than those in previous generations.

However:

“The public schools continue to suffer from an image deficit. Among those who know them best, parents of current students, 70% give their oldest child’s school an A or B grade. Among the public more broadly, by contrast, only four in 10 give their local schools an A or B. In results that are typical across the years, far fewer give top grades to the public schools nationally, just 19%.”

In other words, people seem to think that nationally our schools stink. But the schools in our own neighborhoods are pretty good.

The reason is simple. National perception is formed by the media. Local perception is formed by actual empirical evidence.

The forces of school privatization and their propaganda network has pushed the lie of “failing schools” for so long, that people believe it – except in their own neighborhoods where they see it to be false.

But the questions weren’t all about how schools should be run. They also asked about security – a hot topic when school shootings happen at least once a month.

“Parents lack strong confidence that schools can protect their children against a school shooting but favor armed police, mental health screenings, and metal detectors more than arming teachers to protect their children.”

This bodes badly for the Trump administrations plans to push guns on public school teachers instead of enacting common sense gun regulations.

As usual, policymakers are trying to herd Americans to their point of view instead of listening to their constituencies.

And that seems to be the big take away from this year’s poll.

Americans want and support public education.

It’s time our so-called leaders got with the program.

WANT A SIGNED COPY?

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

Public School is Not For Profit. It is For Children.

August 29, 2018August 30, 2018 stevenmsinger Accountability, Arne Duncan, Betsy DeVos, Bill Gates, capitalism, Charter Schools, Civil Rights, Common Core, Corporate Education "Reform", Democrat, Donald Trump, edtech, Education, Gun Control, Guns, Labor, Local Control, Mass Shooting, Media, Obama, Politics, Poverty, Prejudice, President, private schools, privatization, Republican, School Choice, School Funding, school violence, school vouchers, Schools, Shooting, small class size, Social Justice, Standardized Testing, Students, Teachers, Value Added Measures, VAM, Violence Against Children Arne Duncan, Betsy DeVos, education, Greed, philanthrocapitalist, Politics, public schools, Purpose of Education, teaching

Betsy DeVos doesn’t get it.

But neither did Arne Duncan.

Whether right or left or somewhere in between, the person sitting at cabinet level tasked with advising the President on education matters invariably knows nothing about the purpose of public schools.

Duncan thought it had something to do with canned academic standards and standardized tests.

DeVos thinks it involves vouchers to religious or private schools.

But they’re both as wrong as two left shoes.

Public schools exist for one reason and one reason only – to meet the needs of children.

They aren’t there to enrich the private sector or even provide the job market with future employees.

They exist to teach, to counsel, to inspire, to heal.

And all these other schemes favored by Dunce Duncan and Batty Betsy that purport to meet kids needs while somehow enjoying the totally unintended side effect of enriching wealthy investors completely misses the point.

Public schools serve one purpose – to help the kids enrolled in them.

That’s all.

If someone is getting rich off that, there’s a huge problem somewhere.

Unfortunately, the Secretaries of Education of Donald Trump and Barack Obama aren’t the only ones to get it wrong. Policymakers on both sides of the aisle have lost sight of this fact.

So have pundits and media personalities on Fox News, CNN and MSNBC. So have CEOs and tech entrepreneurs and economists and anyone – really – whom our society seems to take seriously.

Don’t believe me?

Take the latest pronouncement from DeVos, our Secretary of Education.

She announced recently that she was looking into using federal funds to buy guns for teachers to better protect their students from school shooters.

It doesn’t take a genius to see that this is not in the best interests of children.

Teachers with guns mean a MORE dangerous environment for children, not less.

It means escalating the chance of friendly fire much more than boosting the possibility of a kindergarten teacher turning into an action hero.

It means heightening the chance of children getting their hands on these firearms and doing themselves or others harm.

And given the disproportionate murders of people of color even at the hands of trained professionals in the police force, it means children of color being legitimately terrified of their mostly white educators – or worse.

The reason given by DeVos may be to make children safer. But the measure she’s proposing really has nothing to do with them at all.

It’s a boondoggle for private industry – one private industry in particular – gun manufacturers.

Instead of sensible regulations on a product that’s at least as dangerous as items that are much more heavily controlled – such as cold medicine and automobiles – DeVos is doing the only thing she can to protect what she really cares about – corporate profits.

She is using money earmarked “safety” to increase danger.

Or as she sees it – she’s using a government apparatus that could harm the gun industry to instead pad its pockets.

You’ll hear some progressives and moderates decry this move with passion and fervor – and for good reason – but what many fail to realize is that it’s not new.

It’s really just a continuation of a sickness that has crept into our society about how we conceptualize the very idea of school.

We have moved away from the proposition that everything must be done in the student’s best interest and have replaced it with an imperative to benefit business and industry.

After all, what is the push for academic accountability through standardized tests and Common Core but corporate welfare for the testing and publishing industry?

What is the push for charter and voucher schools but government subsidies for school privatization?

High stakes standardized testing isn’t about helping students learn. Neither is Common Core, value-added measures or a host of top-down corporate policies championed by lions of the left and supply-side patriots.

They are about creating a problem where one doesn’t exist: accountability.

“How do we make sure students receive a quality education?” As if this has ever been hard to determine.

In general, the schools with greater needs than funding are where students struggle. The schools where everyone has more than they need is where they excel.

But they try to sweep the issue of inequitable funding and resources under the rug by framing the question entirely about teachers and schools.

In short, instead of asking about an obvious inequality, they hide a preconceived answer in the question: “How do we make sure teachers and schools are actually educating kids?”

Wrong question. But here’s the answer, anyway: Administrators observe teachers and determine if they’re doing their jobs. And school boards evaluate administrators.

In general, the staff isn’t the problem. It’s the lack of resources we give them to work with – everything from crumbling buildings, large classes, narrowed curriculum to a lack of wraparound social services.

It doesn’t take much to see we’re shortchanging our neediest students.

You don’t need standardized tests to tell you that. You don’t need new academic standards. You don’t need to evaluate educators on things beyond their control.

But doing so creates a new market, a need that can be filled by corporate interests unrestrained by the conviction that public schools are not supposed to be a profit-making venture.

People providing services for schools are supposed to make a living – not a killing – off the public’s dime.

The same can be said for school privatization.

Public schools are in no way inferior to institutions that are privately managed. Tax dollars administered by duly-elected representatives in the light of day are in no way less effective or more corrupt than the alternative – letting bureaucrats behind closed doors dole out the money however they choose even into their own pockets.

In fact, just the opposite!

Nor have charter or voucher schools ever been shown to increase student learning without also selecting only the best academic students and shunning those most difficult to teach, providing fewer resources for students and/or operating with greater funding.

But pretending that privatization is a better alternative to democratic rule creates a market, it opens the door so the system can be gamed for profit at the expense of student learning and wellbeing.

That’s why we look in awe at LeBron James, an athlete who uses his fortune to open a school providing all the things society refuses for students of color. A basketball player who refuses to usurp the public’s leadership role in administering that fully public school.

He’s a shinning example of actual philanthropy in an age of bogus philanthrocapitalism. But he’s also proof that his solution is not reproducible large scale.

The rich – even if they are well intentioned – cannot save us. Only the public can support all public schools.

And to do that, we must understand the purpose behind these institutions.

Otherwise, we’ll continue to be trapped on a runaway train where the conductor seems to possess no sense of urgency about slowing down.

We would never have been in this situation – and in fact could right the course even now – if we just took the time to clarify what we were doing and why we were doing it.

We could save generations of children if we stopped cashing in on public schools and realized the reason for their existence.

We could ensure both our present and our posterity.

If only we remembered that one thing.

Public schools are not for profit.

They are for children.

WANT A SIGNED COPY?

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

STEM Education Severs the Arts from the Sciences

August 14, 2018 stevenmsinger Accountability, Art, Betsy DeVos, Bill Gates, capitalism, Common Core, Corporate Education "Reform", Data, edtech, Education, Learning, Obama, Philosophy, Politics, Prejudice, School Funding, Schools, segregation, Standardized Testing, STEM, Students, Teachers, Technology Arts, curriculum, education, international test scores, pedagogy, Politics, public schools, schools, science, standardized testing, STEAM, STEM

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.

WANT A SIGNED COPY?

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

Democrats for Education Reform Think Being Progressive Means Mirroring Betsy DeVos

August 9, 2018 stevenmsinger Accountability, Betsy DeVos, Campaign Donations, Charter Schools, Civil Rights, Corporate Education "Reform", Democrat, Democrats for Education Reform, Donald Trump, edtech, Education, Green Party, Politics, Poverty, privatization, Propaganda, Republican, School Choice, School Funding, school segregation, School to Prison Pipeline, school vouchers, Schools, segregation, Social Justice, Standardized Testing, Students, Teachers, voting Betsy DeVos, charter schools, Corporate Education Reform, corporate school reform, Dark Money, Democrats, Democrats for Education Reform, education, Privatize, schools, the 1%

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.

WANT A SIGNED COPY?

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

gadflyonthewallblog

"To sting people and whip them into a fury, all in the service of truth."

education

Wagner Spouts Trumpian Lie About Education at Gubernatorial Debate

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

The Six Biggest Problems with Data-Driven Instruction

The Data is Unscientific

It Has Never Been Proven Effective

It’s Harmful – The Stereotype Threat and Motivation

The Data Doesn’t Capture Important Factors

It’s Dehumanizing

It’s Contradictory – It’s Not How We Determine Value in Other Areas

FBI Warns EdTech Puts Student Safety at Risk

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

Nationwide Poll Shows Overwhelming Support for Public Schools in All Areas Except One

STEM Education Severs the Arts from the Sciences