Malloy to Join Anti-Teacher, Anti-Union Forces at Capitol Rally


Malloy’s decision to speak at a rally with anti-teacher, anti-union advocates, once again, raises the question of why he seeking confrontation instead of consensus.  Malloy failed to tell the public that Connecticut already has one of the longest teacher probation periods in the nation (4 years) and the major teacher evaluation reforms that became law in 2010 will finally require school administrators to do their job and remove teachers who are not up to the job.

Instead, the Governor continues to demonize those who devote their careers to educating our children.

Now we learn that on March 14th, 2012 Governor Dannel Malloy will join radical “education reformer” Michelle Rhee and the CT Parent’s Union (a new Connecticut group that is directly connected to controversial conservative RiShawn Biddle) in an effort to pressure legislators to adopt Malloy’s education proposal.

The CT Parents Union, who is hosting the rally at the State Capitol, is pushing for the widespread use of school vouchers and an end to teacher tenure in Connecticut.  Although clearly engaged in lobbying, CT Parents Union has yet to file with the State Ethics Commission nor have they filed an IRS form 990 revealing where they are getting their funds or how those funds are being spent.

Earlier this year the CT Parent’s Union hosted a press conference in Ohio with other education reformers including the Ohio Parent’s Union, the Texas Parent’s Union to push for an end to “Zip Code” education which prevents students from moving across town lines to attend their school of choice.

Here in Connecticut, the CT Parents Union first became known as the entity that paid the legal fees for the grandmother who illegally enrolled her grandchildren in the Stratford School system.

CT Parents Union lists RiShawn Biddle as their lead consultant.

Biddle is the editor of an “education reform” blog called Dropout Nation and a regular contributor to The American Spectator, the right-wing magazine that played a leading role in the efforts to impeach President Clinton.

Just a few weeks ago, the CT Parent’s Union lead consultant was the keynote speaker at the Central Minnesota Tea Party’s “Excellence in Education” Forum

Biddle message is that the two major American teacher unions, the National Education Association and the American Federation of Teachers have preserved the policies that have “perpetuated the low quality of instruction in the nation’s school.”

Last year, Biddle authored a piece in The American Spectator entitled The New Civil Rights Leaders in which he observed that “old-school civil rights activists are fading into the history books — making way for a new generation.”  In his article, Biddle specifically highlights Steve Perry who he calls “the blunt-speaking social worker who has garnered national acclaim for his work as founder of Capital Prep Magnet School  in Hartford,”  and Gwen Samuel, the president of CT Parent’s Union, who he calls “one of the foremost leaders of the Parent Power movement.”

Biddle’s does a good job (albeit unintentionally) revealing the interconnection among anti-teacher forces.

While Biddle fails to point out in his American Spectator article that he is the lead consultant for Samuel’s CT Parent Union he says “the level of fear among teachers’ union leaders over Samuel’s efforts — and that of fellow Parent Power groups such as Parent Revolution (which passed the nation’s first Parent Trigger law) became clear last month when education magazine Dropout Nation (Biddle also fails to note that Dropout Nation is his blog) revealed a presentation given by the AFT at one of its conferences that showed how its Connecticut affiliate worked unsuccessfully to kibosh the law (it did manage to water it down).  The widespread outcry forced AFT President Randi Weingarten to issue two apologies”

Meanwhile, as the Hartford Courant wrote yesterday, in addition to Biddle’s efforts, the extremist “education reformer” Michelle Rhee will be joining Malloy at the March 14th rally.

Rhee told the Courant’s Rick Green that a “‘Collaborative Approach’ In Education Can Dilute True Reform.”  Green notes that “during her three-year run in D.C., Rhee raised test scores, closed schools, fired principals and teachers, and tied compensation to student performance.”

Green also adds that Rhee “remains embroiled in controversy over test score gains under her leadership, even as StudentsFirst, the national group she founded two years ago, plays an increasingly prominent role around the country.”

When addressing the teacher tenure issue in last week’s State of the State address Governor Malloy claimed that “In today’s system basically the only thing you have to do is show up for four years.  Do that, and tenure is yours.”

Now Malloy will be joining some of the most anti-teacher, anti-union activists in the nation.  It would be a sad commentary about seeking consensus on education reform if he actually attends the rally.  Perhaps he could send his Lt. Governor instead.

  • Tom Burns

    Gwen S–my teachers union in New Haven is not here to protect teachers –we are here to make sure that your children “of color” and my children “of color” get the best education possible and to afford them every opportunity to reach their optimal educational potential—thats what my union is about—I am the VP of our union and a guidance counselor who works double your hours to help make our kids be the best they can be–no excuses
    I’ll work with you–just kick that loser Michelle Rhee to the curb and we may be able to get it done in a positive fashion–without a fake reformer—waiting for your call partner–860-227-6668
    for solutions—not the divisiveness and nastiness of the self proclaimed queen Michelle–

  • Tom Burns

    4 in a row–I heard something about teacher tenure–a facade–never existed–so I propose that CT be the first state to abolish teacher tenure and get rid of that nasty word forever—
    Instead teachers will agree to just due process where an arbitrator would decide their fate quickly and the arbitrators decision is binding–what say???
    No more tenure–only state to agree to this–jump on this bandwagon–T

  • Jeff Klaus

    Paul – I wasn’t referring to you. I was thinking about people like Darling-Hammond and Ravitch. These are people who have reached the pinnacle in society by taking a well-established path through college and then for whatever reason, now wish to prevent others from travelling down the same road. If the grueling educational process of rote memorization, trial and error, high stakes testing, and boring lectures was so very bad for them, why don’t they give away all the financial fruits of their labor? I would buy their reasoning more readily if they were willing to forgo the millions of dollars that they have made using, yes, their well honed reading and writing skills that they acquired in college. Why would they deny that prosperous pathway to poor children of color is beyond me.

  • Athena Wagner

    @ TMS:


  • Allison

    How are they preventing that? They are pointing out the reality that the current reform movement will and have only educated a select few. If every school could get the funding that Geoffrey Canada’s school did, that would be beyond wonderful. But you know very well that won’t happen. Darling-Hammond and Ravitch are simply amazed that the reform movement is managing to convince legislators that this is the way to go…which includes blaming teachers for societal ills and ignoring poverty.


    @ Allison

    Geoffrey Canada got money for his school from the crooked bankers and Hedge Fund Managers.

    Schooling in the Ownership Society
    News and analysis of corporate school reform and the privatization of public education

    Geoffrey Canada asks for leniency for convicted Wall St. crook .

    He even got money from crooked Bernard Madoff.

    Geoffrey Canada gets a front-row seat to another financial scandal

    By A. James Memmott

  • Jeff Klaus

    Allison, they are preventing that by defending a system which seems to be perfectly content with having poor children of color graduate from high school with 8th grade skills. THAT is an economic death sentence.

    Before Ed reformers started to yell about the achievement gap, the status quo believed quietly that “these” kids can’t learn at the same high levels as their white affluent suburban peers. Well, along came charter schools like amistad academy and blew that pernicious racist assumption out of the water. And in the last 13 years, while the public has slowly understood the potential for all kids to learn at high levels regardless of socio economic status, the teacher unions have been undermining progress every step of the way. Teachers and their unions have:

    Attempted to reduce the length of school day despite clear evidence that time on task is a key element of success;

    Fought tooth and nail against meaningful evaluation systems for teachers even though the number one factor in student learning is instructional quality. Now they cloak themselves as open to evaluations but “collaborate” with politicians to water down the impact of the eval systems on their membership.

    Argue forcefully for a process of binding arbitration which is a stacked deck system ensuring that teachers and politicians reach amicable compromise while the education experience for children remains severely compromised.

    Harassed and lobbied vigorously against the charter school community throughout, and sought to defund and decertify schools and teachers which have been life savers for children who were lost in the district system.

    Even now, they are raging against the governor for being bold on behalf of children. It’s actually hard to fathom.

    Turn out for the testimony day on Tuesday up at the Ed committee at the LOB!

  • Tom Burns

    Hey Jeff–
    What teachers union you talking about?? Not ours—Tom


    This is what happens to Charter School Teachers,Were there is no unions.

    First-grade teacher Sauda Johnson docked $9,700 for missing two days of work at charter school
    Thursday, October 07, 2010

    A Charter school teacher lost two months’ pay for missing two days of work, a move state officials are reviewing.

    First-grade teacher Sauda Johnson was absent for the final two days at East Harlem’s Harbor Science and Arts Charter School, after students were already out for the summer, she said.

    School officials imposed a steep penalty – withholding $9,700 in summer pay, the portion of salary teachers receive in July and August for work completed during the year, Johnson contends.

    “I worked so hard,” said Johnson, noting she’d already taken a small pay cut for the chance to work at the charter school. “I worked – not just 8 to 4, but evenings and Saturdays. … I worked for that money. I earned that money.”

    The school scheduled the two days just a few weeks beforehand to make up for snow days, said Johnson, 35, of the Bronx. She’d taken a job teaching summer school at a city public school and needed to start that position, she said.

    “It was a serious blow. It was painful,” added Johnson, noting she was forced to take out a loan to cover her mortgage payments that summer.

    Johnson has been fighting for the money since she left the school in 2009, prompting Harbor Charter officials to say she forfeited the pay by resigning, documents show.

    School officials yesterday denied any wrongdoing but declined to comment on any of the claims Johnson made.

    “We are confident that the policies of Harbor Science and Arts Charter School are clear and were appropriately followed,” said Principal Joanne Hunt.

    In this case the teachers union are Helping them.
    Federal complaint: Filipino teachers held in ‘servitude’
    Posted 10/27/2009


    Jeff Klaus
    Feb 19, 2012 @ 12:52:37

    Allison, they are preventing that by defending a system which seems to be perfectly content with having poor children of color graduate from high school with 8th grade skills. THAT is an economic death sentence

    Hey Allison how about this death sentence for children of color who go to Charter Schools.What happen to Brown v. Board of Education.

    Choice Without Equity:
 Charter School Segregation and the Need for Civil Rights Standards

    The charter school movement has been a major political success, but it has been a civil rights failure. As the country continues moving steadily toward greater segregation and inequality of education for students of color in schools with lower achievement and graduation rates, the rapid growth of charter schools has been expanding a sector that is even more segregated than the public schools. The Civil Rights Project has been issuing annual reports on the spread of segregation in public schools and its impact on educational opportunity for 14 years. We know that choice programs can either offer quality educational options with racially and economically diverse schooling to children who otherwise have few opportunities, or choice programs can actually increase stratification and inequality depending on how they are designed. The charter effort, which has largely ignored the segregation issue, has been justified by claims about superior educational performance, which simply are not sustained by the research. Though there are some remarkable and diverse charter schools, most are neither. The lessons of what is needed to make choice work have usually been ignored in charter school policy. Magnet schools are the striking example of and offer a great deal of experience in how to create educationally successful and integrated choice options.

    Read the rest.

  • Jeff Klaus

    Tom, your last president before cicarella at one point was actively trying to reduce work hours. You are on the record as being in favor of binding arbitration. And the state unions have lobbied vigorously against charter funding and easing certification requirements for charter teachers.

  • Allison

    That is simply not true. Any teacher, especially those, in inner cities, knows children of color are more than capable of very high achievement. They are also aware of the hindrances and interferences that come with urban schools (something ed reformers conveniently ignore). If traditional schools were allowed to siphon off the best, most willing students with caring parents and keep out disruptive students with apathetic parents, they would have done it years ago.

    The people screaming about the achievement gap were not ed reformers, but involved parents and community members – as well they should be. Today’s education reformers are merely exploiters who tell those parents that they’re victims. They’re victims because one locality has more educated and caring parents per capita, they’re victims because one locality chooses to pay more taxes and has more involved citizens making sure their towns/cities are managed correctly. It’s silly, but it’s obviously far more lucrative for the reform movement to perpetuate this anger rather than turning it inward and having parents focus on their kids, their kid’s schools, their local government and community.

    The ed reform movement is nothing than a blame game scam filled with people who have never taught in a classroom. Please don’t fall victim to them.

  • Paul Bogush

    If the legislators had to really do what kids/teachers do during the day they would sit in nice quiet rows and do the following…

    1-My blog post would be put in front of them because the teachers chooses the sources of information for them.
    2-After reading the title they would have to stop and brainstorm what they think the post is about
    3-After reading the first paragraph they would have to stop and make a self-to-text connection, or a text-to-world connection
    4-After reading a bit farther they would stop take notes to summarize the key points, some classes would be really creative and draw pictures to represent the main points
    5-After reading further they would be asked to stop and come up with three ideas on how the post would end
    6-After finishing they would create an alternative ending
    7-Then they would write a five paragraph persuasive ending convincing Malloy to enact their own ed-reforms…in this essay they will make up statistics, expert quotes, and examples from other schools to help persuade Malloy (I am not kidding, it is expected that they will make up stuff to support their argument).
    8-They will then peer edit the essays.
    9-Finally they will read sentences from the post with words missing and they will choose from a list to fill in the blank with the correct word (DRP).
    10-At some point they would have had to stop and define key words and study them for the vocab test.
    11-Almost forgot…they would also have to write in the journal reflecting on what they learned.

    Do you know anyone who would have any interest in having a real conversation of the topic after that? The above class produces kids who score high on standardized tests, but not kids who I would want creating the future. The above is what school looks like for a vast majority of kids, and we wonder why we have problems.

    • must remain anonymous

      You are so right! These people have no clue what goes on inside the classroom. They also don’t realize that after a long day, many teachers stay long after the kids leave, we then correct papers and develop/plan motivating lessons for the next day as well as spend alot of our own money for supplies, resources and student extras.
      I teach in an urban school district where most parents are univolved in their child’s life and we must teach manners, social skills and deal with consistent behavioral issues that reach far beyond what the public school should be responsible for!

  • Jeff Klaus

    3/5 – If racial integration is your primary goal then lets give charter schools the money necessary to increase seats and market to suburban kids.

    But why aren’t you and Jon Pelto concerned about the racial isolation in Madison or Simsbury? Why did the racial isolation argument only come up with respect to charters? You know there are schools in New Haven which have had no integration – ever. In fact, MOST schools in CT. are racially isolated. And yet you criticize the schools which happen to have less than 2% of the state’s school kids – and by the way deliver their kids to college?

    Allison, I WAS one of those community members. I grew up in New Haven an am a product of urban public schools. And as a young adult I returned to New Haven and for several years volunteered on the board of the Public Education Fund and other various public ed support organizations. We raised lots of money for the public schools. But over a decade I began to see that there was zero correlation between funding and gaining better outcomes for children.

    And when Amistad Academy was started by 40 community members, the vision that we had for closing the achievement gap in New Haven was viewed as naive. I remember a community meeting where some people openly said that “these kids” can’t learn. Now whether those comments were borne out of racism or a sincere belief that education could not overcome the impact of family poverty, it didn’t matter. The statements were insidious to the effort and it was demoralizing to discover that this under current belief was pervasive in this community.

    And when Amistad started to actually deliver on its promise by admitting hundreds of 5th and 6th graders who upon entrance were 2-3 years behind grade level, and then brought them up to grade level by 8th grade, the whisper campaign and the outright political attacks came fast and furious. This is when I saw that everything about public education is political.

    I was stunned that my public school community would turn against a model of schooling that was answer for so many children and parents who had nowhere else to turn.

    And Allison, to imply that the regular district hasn’t siphoned off kids and dumped them in schools like Polly McCabe, Urban Youth, Wilbur Cross Annex, ACES, and most of all into Adult Ed. is wrong. In fact today, Adult Ed is filled with students who were discarded from the traditional district. And ironically its now a charter school, Domus, which openly welcomes kids who are the most challenged and who are referred out by the district.

    So somehow I have turned from an active community member into an “exploiter”? Allison, you can’t know what motivates people. It’s best to simply look at their actions.

    And lastly there are plenty of reformers who are also some of the finest, most effective teachers I’ve ever met.

    • Sorry…will do this anonymously

      About 15(?) years ago when New Haven started making Magnet schools the system was altered to create “good schools” and “bad schools.” The magnet schools siphoned off kids and the schools that could not become magnets absorbed the rest. If you got kicked out of a school, moved in at the end of the year, or came out of detention you ended up at one of the non-magnet schools. It was amazing to watch kids with a parent at home slowly get their kids out of the “bad schools” and into the magnets.

      And Jeff, you have to realize that the kids that Amistad got that were 2-3 years behind were the cream of the crop. I know in my public school class at around the same time Amistad opened, if I was able to only teach the kids who were 2-3 years behind and get rid of everyone else, my class would have also seen dramatic increase in test scores.

  • Allison

    Everything you are saying was handled locally which makes sense. The problem is right now is that the state is expecting school systems that are doing well to follow the same model when it’s not necessary. Plus you forget to tell us how you are going to fund all schools the way Amistad is funded and how you will keep out kids who would bring down scores – by the way how is Amistad funded? All local, state, private?

    I disagree with your comparisons regarding ACES and the like. You’re talking about the removal of troubled students who have acted out and are comparing it to Amistad who has students whose parents CARE and will do whatever it takes to keep their children in the school. BTW, most school systems don’t have an alternative school or have to pay big money to send those students off so they tend to keep students in their system unless they have committed some serious infractions.

    I never said you were an exploiter – very victim like of you. I said the bulk of the reformers we are hearing about is and those reformers with good intentions are being mislead. Do you honestly think ConnCan is nothing more than a group of wannabe political lobbyists who are making a nice living preaching what teachers should be doing when they know little to nothing of what they are talking about? Ask yourself why Michelle Rhee thinks she knows everything about teaching yet couldn’t be bothered remaining in the classroom for more than two years.

    Like you, I am an active community member. But I see my local schools being effected by what reformers have gotten done…too much time spent prepping for tests, ignoring the needs of above average and average students, rubric after stupid rubric, etc. If you want to reform the schools so that kids are held accountable, teachers aren’t blamed for societal ills, schools get back to educating rather than feeding, clothing, and raising the students, the whole one size fits all mentality…then I’m with you. However, I have trouble believing ending teacher tenure is going to lift everyone out of poverty, relying on flyby teachers from TFA, and basically treating school employees like amateurs is the way to go.

  • Athena Wagner


    Mom To Plead Guilty In School Residency Case: 02/20/12

    THE McKinney-Vento Act: states that in a case of questionable residency, KEEP THE CHILD IN SCHOOL!

    ‎10-186 Conn. Gen. Stat. Section 10-186 prescribes a two level due process procedure addressing residency, among other things. If after a hearing held before the local board of education, a parent or guardian is aggrieved by that decision, said parent or guardian may appeal the decision to the State Department of Education which will conduct a hearing de novo. The State Department of Education shall hold a hearing and render a decision. The decision of the State Department of Education may be appealed to the Superior Court.
    If a board of education prevails at the hearing before the State Department of Education, the local or regional board may seek to recover the amount of assessment for tuition through available civil remedies.
    See Section 10-186(b) (4). Therefore, the board of education should not file criminal charges against the parent of the child due to the fact that the due process procedure provides a civil remedy enabling it to recover the assessment for tuition.

    In 1994, Congress amended the Education of the Homeless Children and Youth program and the
    Surplus Property Program. The amendments to the Education of Homeless Children and Youth
    program provided local educational authorities with greater flexibility in the use of funds;
    specified the rights of homeless preschoolers to a free and appropriate public preschool education;
    gave parents of homeless children and youth a voice regarding their children’s school placement;
    and required educational authorities to coordinate with housing authorities. The 1994 amendments
    also removed military bases closed under base-closure laws from the McKinney Act process and
    created a new process under which service providers could apply to Local Redevelopment
    Agencies to use property at closed bases to assist homeless persons.

    March 22, 2010……Supreme Court: Students Guaranteed Adequate Education

  • Athena Wagner

    Now if we can get CEA and NEA to collaborate in moving forward with this key component of education reform:​uploadedFiles/Newsroom/​AFT-AASA-Framework-AppA-042​31.pdf

  • Athena Wagner
  • Athena Wagner

    Here is yet another case where PARENTS need help, need a voice!
    ‎01/09/2012 Conference call:​2012/01/09/​annette-callahan-and-the-im​portance-of-ending-zip-cod​e-education/

  • Brian W.

    Teachers have been talking for generations about students who aren’t performing well in school, students who disrupt classes after being dragged to school by “attendance officers.” Teachers have been BEGGING society to recognize that without the backing and support of parents in the home, children are less likely to benefit from the skills and hard work of teachers. Great teachers are being judged and they are being demoralized by a right wing agenda that has well intentioned parents aligning with a group whose agenda is NOT in the best interests of those parents’ children. Behind the “reform” movement is the goal of money, profit, ego, political power.

    EVERY school administrator in your state has the power and the tools to weed out teachers who can’t or won’t be trained to perform as effective teachers. If that is not happening, if there is a single ineffective teaching working in CT schools, it is the fault of a school administrator; instead “reform” groups seek to demonize the entire profession, to take away the protections and influence teachers have worked long and hard to achieve.

    The teachers’ unions have been the first line of offense in fighting for the progress in schools which states such as yours have enjoyed. CT schools are serving many students VERY well. We have to look at, acknowledge then remedy what the failing students have in common. Hint: The problem isn’t parents who fight for great schools and teachers, and it is not CT teachers who are among the most highly trained in the world, and the problem won’t be solved by people like Michele Rhee who admits she was a failure as a teacher (taping students’ mouth shut?!? (Is THAT the kind of educator” you want on your side, Parents?)

  • Athena Wagner

    I don’t believe that ANYONE wants to go after the good/great teachers…There are many, good/great schools in Connecticut……However, there were 200 FAILING public schools in Connecticut as well……There are some teachers that simply can’t TEACH for various reasons…….Just as we have many good/great PARENTS, we also have many parents that simply can’t/don’t parent for various reasons……EITHER WAY, it’s the child that suffers:

    Connecticut Schools Report Cards:​reportcards
    Success Story Schools:​success

    The goal here should be that ALL students receive the BEST quality education possible no matter rich or poor, black or white, urban or suburban, etc……ALL of them deserve the best.
    It’s also not as easy as some may think to get rid of/weed out the not so good teachers…..Political nepotism runs rampid in the education department…..Here’s just one example of many:

    No arrest, no criminal charges filed, allowed to resign with a 1 sentence letter and receive her pension:​articles/2011/08/22/news/​local/579680.txt
    Hopeville principal under more fire

    ……I’ve also been a union member for over 25 years, a union steward and a union vice president (negotiating contracts)…….So, although I’m certainly NOT against unions, I definitely know well how they/we work to protect the “JOBS” of adults, whether a good employee or not.

    Whether a school [district] receives 9k per student, per year or 16k per student , per year, to have these young people graduate (if they make it that far) and NOT be able to read, write, do math, science, tell time from a numerical clock (only know digital), sign their name in cursive (no more penmanship taught in most schools)…..AFTER 12 YEARS OF SCHOOLING, are unemployable, not college ready and can’t even pass a military entrance exam………EVERY TAX PAYER SHOULD BE OUTRAGED AT THIS FISCAL WASTE!!!
    The system as is IS broken……throwing more money into a broken system doesn’t help…….I liken that to a car that’s been totaled and throwing more money into it for patchwork repairs instead of getting a new, reliable car.

    LAWS MANDATE that parents send their children to school for an education, But for those that can’t afford to send their children to the best of schools, they are then forced to send their children to a FAILING public school…..That’s just WRONG!…….You wouldn’t take your child to a doctor for medical treatment if you knew that that doctor wasn’t at the very least a good one……You would at least have a CHOICE to choose another doctor.

    A failed education system—> a failed workforce—-> a failed economy on a local, national and global level.
    THINGS HAVE TO CHANGE…..Our children are depending on ALL of us…….What changes and how they change remains to be seen.

  • Brian W.

    The solution is to support all public schools, call upon school administrators to do their job (they do have the means to identify, retrain and failing those actions, to fire bad teachers) and wake parents up to the fact that when parents are fully engaged, their children and the children of others will benefit from effective teaching. There is no teacher who can overcome the myriad of deficits too many kids carry to school. But teachers are called upon to educate ALL students, and students with highly engaged parents ARE currently successful. During these discussions it is easy to overlook the fact that most students and most public schools are successful. with most students.

    By what measure are you pegging 200 CT public schools “failures”?

  • Pingback: When Teachers Union Tactics Take on Parent Power | Dropout Nation: Coverage of the Reform of American Public Education Edited by RiShawn Biddle()

  • Athena Wagner

    Check your “stats” data ( SDE, State Education Committee, ConnCan, etc)
    The information and numbers are there!
    Please STOP the tired “BLAME GAME”…….It takes a village…..ALL are at fault in one way or another for a FAILED education system and ALL need to make some radical changes for the LIVES of our children.

  • Allison

    Plenty of villages are getting it done so I don’t see how they can be blamed for a failed education system. If a village is failing, then look inward and make some changes.

  • Athena Wagner

    Thousands of Kids still can’t read!!!

    @ Allison: Really? Then why are those NOT getting it done still extremely reluctant to replicate ” WHAT’S WORKING ” ? How much more inward do you want to go?

  • Allison

    Because you’re still going to leave a ton of kids behind. From my experience in inner city schools, you could do a lot by working with parents of failing kids…even long before the kids reach school. How hard is it to have reading material in the house? How hard is it to read to your kid every night?

  • Andrea

    Funny how this rally is all happening while actual educators will be busy administering the Connecticut Mastery Tests to our students. Coincidence? Or proposals planned that way? After attending tonights discussion with Gov. Malloy in New Haven I thought frm where I sat his job of reading some prewritten speech looked pretty easy just as he thinks my job is! I invite ANYONE of the governor and ANYONE of his supporters to do what I fo for my students on a daily basis! The preparation we received is the same that the teacher in Greenwich receives! Seriously! Is that where the governor really wants to place all the blame?! My classroom is OPEN! COME ON IN! I invite you to show us how to do it better!

  • Kathy

    Rhee is directly connected to ALEC; Biddle is conservative; the “liberally” named Connecticut Parents Union is anything but. “Education reform” is code for No Public School Left Open.