Achievement First/ConnCAN, Education Reform, Family Urban Schools of Excellence (FUSE), Michael Sharpe, Steven Adamowski, Wendy Lecker ConnCAN, Corporate Education Reform Industry, Fuse, Jumoke at Milner, Michael Sharpe, Steven Adamowksi, Turnaround School, Wendy Lecker
Education Advocate Wendy Lecker has another column out and it is once again in the “MUST READ” category.
Her latest piece is part one of a multi-series takedown of those who use fiction rather than facts to fancifully present the term “school turnaround” as if it was a magic bullet.
This particular chapter begins with the Can Can Team from ConnCAN who recently performed a dog and pony show for Connecticut state legislators where they crowed about the “success” of various “school turnaround” projects.
Using their traditional corporate education reform rhetoric, rather than facts, the charter school front group performed magic that would have made a “three card Monte” aficionado proud. [Three card Monte being a card trick in which the mark can’t win because trick cards are used.]
The well-documented corporate education reform failures of New Orleans and Philadelphia were incredibly heralded as successes and that was before they got out their shovels and really started throwing IT around.
Here is Wendy Lecker’s latest MUST READ commentary piece, which first appeared in the Stamford Advocate.
Failure as a model for Connecticut (By Wendy Lecker)
A recent large-scale federal study revealed that most states lack expertise to turn around struggling schools and are rarely successful. It’s no wonder. Legislators who write turnaround laws never turn to the experts: educators. Connecticut is no exception. Last month, the General Assembly’s Education Committee held a day-long session on school turnarounds. Instead of relying on education experts, it turned to ConnCan, the charter lobby known for its evidence-free reports that push one agenda: Taking power away from school districts to pave the way for privatization.
ConnCan brought in three examples of turnaround to push the idea that the key to success is handing schools or entire districts over to outside operators.
The most startling choice for a presentation was Hartford’s Milner school. Recall that Milner was one of the first commissioner’s network schools. Milner suffered through a failed turnaround in 2008 under then-Superintendent Steven Adamowski. It also had a persistent and severe lack of resources. Rather than providing Milner the necessary resources, the State Board of Education decided to turn it around again in 2012, handing it over to Michael Sharpe’s FUSE/Jumoke charter chain. FUSE/Jumoke had no experience educating ELL students, which made up a large part of Milner’s population. After the revelations of Sharpe’s criminal record and falsified academic credentials, it came to light that FUSE/Jumoke ran Milner school into the ground, hiring ex-convicts, relatives and “winging” the takeover, as Sharpe admitted — all while supposedly under heightened scrutiny by state officials.
Milner’s principal under this takeover, Karen Lott, told Milner’s story. She admitted that this fall, only 13 percent of Milner’s students scored proficient in ELA and an even more shocking 7 percent were proficient in math. She said although they are in the fourth year of the Commissioner’s Network, she is treating this as the first year. Amazing! No public school would be allowed to fail for three years, then magically erase its poor track record.
She blamed the school’s poor performance on several things. First, there was high staff turnover at the school: 85 percent of teachers now have 0-3 years’ experience teaching. This is mind-boggling, as staff turnover was not only the result of the state takeover but one of its goals. Lott spoke of the need now to “aggressively recruit” veteran teachers. Like the ones Jumoke-Milner pushed out in the first place? She also stated that now she is relying on teacher training and mentoring from Hartford Public Schools.
Lott further explained that under Jumoke there was no curriculum. She is now using the Hartford Public Schools curriculum and assessments.
Lott also emphasized that community supports are necessary for children to achieve. She said families need stable housing and mental health services, parents need job training and the neighborhood needs to be safe and clean. Imagine that — poverty affects learning. If this were a public school educator saying these things, ConnCan would condemn her for using poverty as an excuse.
Lott detailed the steps she was now taking beyond the Hartford curriculum, assessments, training and mentoring. She acknowledged that a centerpiece of her efforts is a large increase in resources. Milner now has a full-time therapeutic clinician and after-school programs. Hartford Public Schools re-opened its budget to provide the school will more computers. Central office also allowed Milner to have two half-days a month, so teachers get additional professional development. Lott also said she now implements Positive Behavioral Interventions and Supports, a system used by many public schools.
To her credit, Lott seems to be focusing on proven methods of helping students: extra academic and social support for at-risk children, training, mentoring and support for teachers, and adequate school resources. What must be stressed is that none of these ideas are innovative. Nor do any of these resources require takeover by an outside operator. They are tools schools either already use or have been pleading for. The lack of these resources is a basis for Connecticut’s school funding case, CCJEF v. Rell.
Lott contended that what she needed is more time, more resources and more autonomy. Schools need time and resources to improve. The claim for autonomy, however, is puzzling, given she is relying on central office for curriculum, assessments, training, mentoring and special treatment so she can get resources other schools do not have.
Lott’s message is — perhaps unintentionally — the opposite of the one ConnCan is pushing. Schools do not need takeover or turnaround. Just give struggling schools time, support and resources to do what everyone already knows helps kids learn.
You can read and comment on Wendy’s original piece at: http://www.stamfordadvocate.com/news/article/Wendy-Lecker-Failure-as-a-model-for-Connecticut-6267220.php
Common Core, Education Reform, Opt-Out, Standardized Testing, Wendy Lecker Common Core, Corporate Education Reform Industry, opt out, Standardized Testing, Wendy Lecker
Fellow Connecticut educate advocate Wendy Lecker has been one of the most powerful and important voices on behalf of public education and against the corporate education reform industry’s unending assault of public school teachers, public schools and the rights of students and parents. While many policymakers, education administrators and even the organizations responsible for protecting and promoting public education have turned a blind eye or engaged in the politics of appeasement, Wendy Lecker has continued to speak the truth and promote the notion that a just society strengthens not undermines its commitment to a comprehensive public education system.
In her latest piece entitled, Core jeopardizes foundation of learning, and initially published in the Stamford Advocate, Wendy Lecker takes down the claim that the “Common Core” is the “Solution” to the challenges facing the nation’s public schools.
Core jeopardizes foundation of learning (By Wendy Lecker)
This spring, parents and students across the country led a massive movement to refuse Common Core tests to protest over-testing and the changes in education wrought by the new standards. In the face of this revolt, supporters are attempting to salvage the Common Core by claiming that while testing may be a problem, the standards themselves are educationally superior. Moreover, they assert, the standards do not dictate what is to be taught in school. These claims are false: many of the standards are bad for education and demand developmentally inappropriate educational practices in schools.
Recently, experts at the organization Defending the Early Years issued a report focusing on one of these bad standards: the standard calling for kindergartners to “read emergent-reader texts with purpose and understanding.” Translation: children must learn to read in kindergarten.
This mandate contradicts everything we know about child development and forces kindergarten teachers to engage in damaging practices. Play has been severely reduced or eliminated in favor of direct instruction, worksheets and frequent testing.
As I have written before (The disturbing transformation of kindergarten), the milestones of child development have not changed in a century. While there is a wide range of development at this age, most children in kindergarten are not ready to read. Reading requires understanding that symbols, letters, represent sounds and put together, in words, represent ideas or objects. Kindergartners’ brains cannot comprehend that kind of abstraction. They also typically do not recognize certain shapes and lines that are essential to understanding letters. This “lack” is normal, and it explains why play is essential in kindergarten.
As child development expert Diane Levin of Wheelock College told me, through play, children develop the foundation for reading. When a child builds with blocks or engages in socio-dramatic play, s/he is making a representation of something in a different form — a step toward abstract thought. By painting and drawing, a child begins to understand that two-dimensional lines can represent three dimensional objects — a precursor to comprehending that letters can represent sounds and words can represent objects or ideas. By telling stories or putting on plays, a child understands sequencing. In playing with objects, s/he learns to categorize. These activities are intentionally designed to help children build a strong foundation for the kind of skills required for formal reading instruction later on. Children need to first build this foundation experientially, in the concrete world in which they live, in order for the skills to have meaning for them.
During the above-described play, children may start to recognize letters and words. However, for most children, formal reading instruction at this age is not meaningful or engaging. They may learn to mimic and comply with instructions, but without the necessary foundation, they will not integrate the lessons. In fact, studies show that children who begin formal reading instruction at age seven, having first developed strong oral language skills in a play-based environment, catch up to children who learn to read earlier and have better comprehension skills by middle school.
Emphasizing formal reading instruction in kindergarten has crowded out the play-based, child-directed activities essential to building a strong foundation for successful academic learning. Teaching reading earlier does not give children get a “head start” on academic learning; it is a roadblock.
Losing play-based kindergarten also deprives us of a vital tool to help children’s social and emotional development. The majority of American public school students live in poverty. Brain experts have shown that many of the factors associated with living in poverty cause “toxic stress;” which impairs, among other things, the development of their executive function, making it difficult for children to concentrate, remember and control impulses. This impairment has a lifelong impact, impeding the ability to sustain relationships, cope with stress, make healthy life choices and learn successfully.
Play helps develop executive function, coping mechanisms, and problem-solving and conflict-resolution skills. Through play, children also learn to build social supports with peers — a key to resilience. Eliminating play robs children of an opportunity to develop these skills. Replacing play with developmentally inappropriate, frustrating and meaningless demands heightens children’s stress levels and destroys their trust in the adults charged with their welfare — the exact opposite of the type of environment our most vulnerable children need. It can also make young children hate school from the start.
The Common Core reading standards have forced schools to discard all that we have learned about child development. How many young futures are we willing to sacrifice before we return education policy to those who know something about children?
Charter Schools, Education Funding, Segregation, Wendy Lecker Charter Schools, Segregation, Wendy Lecker
Perhaps the greatest indignity perpetrated by the corporate education reform industry is their fallacious claim that they represent the “new civil rights movement.”
Nowhere, including here in Connecticut, do they talk about tackling the terrible growth of child poverty that is destroying our society or the challenges faced by children who require special education services or need help with their English language capabilities.
None of the corporate education reform groups are willing to acknowledge, let alone address,Connecticut’s unconstitutional school funding formula or the fact that Connecticut public schools aren’t provided the resources necessary to support the children who walk through their front doors.
Instead of providing a meaningful solution to the problems the country faces, the charter school company owners and their allies, under the guise of “school choice,” demand more public funds while creaming off a sub-set of children and refusing to educate those who are English Language Learners and those who require additional special education services.
Claiming to be vehicles of opportunity for children, these fraudsters run schools that are more segregated and less egalitarian than the true public schools in their communities.
Chanting slogans of civil rights and wrapping themselves in the image of Martin Luther King Jr., the education reform industry is the antipathy of King’s message and the policies and practices that could heal this troubled and divided nation.
In her latest piece, education advocate and columnist Wendy Lecker dissects the utter failure of Connecticut’s charter schools to be part of the solution when it comes to reducing racial isolation.
Charter schools — civil rights rhetoric vs. reality (By Wendy Lecker)
First published at: http://www.stamfordadvocate.com/news/article/Wendy-Lecker-Charter-schools-civil-rights-6207481.php
Education “reformers” often proclaim they are carrying on the tradition of great civil rights leaders, employing the rhetoric of that movement while in reality pushing measures that exacerbate inequality and impact most harshly on children and communities of color-like school closures, privatization, and over-testing. Last week, noted civil rights expert Gary Orfield, of UCLA’s Civil Rights Project, issued a report on Connecticut school integration that included an indictment of the practices of Connecticut’s most-practiced purveyors of civil rights doublespeak — charter schools. The report also called out state officials for their willful blindness to charter school practices.
The report, titled “Connecticut School Integration,” praised the state for some of the strides made in desegregating schools. However, it noted the well-documented “hyper-segregation” of charter schools, which undermines Connecticut’s progress on integration. The report further remarked that national education policies, including the expansion of charter schools, ignore race and poverty and have “consistently failed” to meet the goal of improving education for our neediest children.
Connecticut law on segregation is far-reaching. While the federal constitution only prevents intentional segregation, our Supreme Court, in the 1996 decision in Sheff v. O’Neill, prohibited “unorchestrated,” i.e. de facto segregation. Thus, state officials have an affirmative obligation not just to prevent intentional segregation, but to eliminate even unintentional segregation.
Most Connecticut charters are intensely segregated. They routinely fail to serve English Language Learners, students with disabilities and often our most impoverished students.
Yet, as the Civil Rights Project writes, Connecticut state officials have refused to do anything to stem the tide of charter school segregation. The report observes that the education commissioner could require changes in a charter if that school does not make measurable progress in reducing racial, ethnic and economic isolation. It remarks that the state board could make this goal a prerequisite to granting a charter. Yet, as the report goes on to note, these state officials, those with the express obligation to reduce segregation, have consistently chosen to do nothing to prevent charter school segregation and its effects, including exacerbating racial, ethnic and economic imbalance in the host school districts.
Indeed, one wonders if Connecticut officials had forced Hartford’s charters to abide by desegregation policies all along, would the city have reached its Sheff goals long ago, saving the state millions of dollars?
School integration is fundamental to advancing the democratic purpose of education. As the court noted in the Sheff decision: “If children of different races and economic and social groups have no opportunity to know each other and to live together in school, they cannot be expected to gain the understanding and mutual respect necessary for the cohesion of our society.”
Decades of evidence prove that school integration achieves this goal, reducing stereotypes and enabling adults to function successfully in a variety of settings. The benefits of school integration are more lasting and meaningful than the empty pursuit of higher test scores.
In 1996, our highest court clearly articulated the state’s responsibility to reduce segregation. Yet almost 20 years later, state officials allow charter school segregation to flourish. The State Board of Education continually rubber-stamps charter applications, trampling community opposition, and ignoring their duty to prevent charter school segregation and over-concentration. Even a new policy the state board announced, which applies to charter renewals only and not initial approvals, fails to require that charters serve the same students that their host district public schools serve.
This session, the legislature’s Education Committee considered a bill that would have placed a moratorium on charter school approvals. Yet, our political leaders did not even have the will to move this bill out of committee. And now the governor wants the legislature to fund new charters while refusing to provide public schools with any ECS increase.
In his report, Dr. Orfield exhorts the state to bring charter schools in line with Connecticut’s law and policies against segregation and to ensure that charter operators live up to their “civil rights responsibilities under state and federal law.” He even suggests pursuing litigation against charters that receive public funds, yet operate segregated schools in violation of Connecticut law.
Given the unwillingness of state leaders to do anything about charter school segregation, communities may have no choice but to look to the courts. In December, the Delaware ACLU filed a federal complaint against charter school segregation. One can only hope that a civil rights organization here will follow the lead of the Delaware ACLU and pursue a real civil rights agenda when it comes to school segregation in Connecticut.
Education Reform, Pelto, Thomas Scarice Superintendent of Madison, Wendy Lecker, Yohuru Williams Corporate Education Reform Industry, Pelto, Thomas Scarice, Wendy Lecker, Yohuru Williams
In a time of universal deceit – telling the truth is a revolutionary act. – George Orwell
Hosted by Robert Hannafin, Dean of Fairfield University’s Graduate School of Education and Allied Professions comes a unique opportunity to hear from Wendy Lecker, Jonathan Pelto, Madison School Superintendent Thomas Scarice and nationally renowned Education expert and advocate Yohuru Williams.
In their one and only joint appearance
March 31, 2015
6:30 p.m. -8:00 p.m.
Barone Campus Center
Open to the public and free [Very much the corporate education reform industry]
Common Core, Malloy, Opt-Out, Smarter Balanced Assessment Test, Standardized Testing, State Board of Education, Wendy Lecker Common Core, Malloy, Smarter Balanced Assessment Test, Standardized Testing, State Board of Education, State Department of Education, Wendy Lecker
Fellow Connecticut education advocate and columnist Wendy Lecker has yet another MUST READ piece about the Corporate Education Reform Industry’s attack on public education and how Connecticut’s leaders are failing to protect our state’s students, parents, teachers and public schools.
Lecker’s column is entitled, The truth about the SBACs, and it can be found in this weekend’s Stamford Advocate and on-line at: http://www.stamfordadvocate.com/news/article/Wendy-Lecker-The-truth-about-the-SBACs-6149232.php
Wendy Lecker writes;
A New England state is leading the way on sane testing policy. Unfortunately for us Nutmeggers, that state is Vermont, not Connecticut.
There is a growing national consensus that standardized testing has deleterious effects on education. The National Research Councilconcluded that test-based accountability under the No Child Left Behind Law (NCLB) had “zero to little effect” on achievement. Evidence from around the nation proves the focus on standardized testing has narrowed curricula and resulted in significant losses in learning time. Anxiety is prevalent among public school students, as more and higher stakes are attached to these standardized tests.
There is also a growing realization of what experts have known for years — that the federal government demands that states overuse and misuse standardized tests. Experts know that standardized tests are of limited value, because they are unstable, unreliable and most importantly, do not measure the breadth of skills and experience that are the goals of education. Despite the well-known limitations of standardized tests, federal officials insist test scores be used to rank and rate schools, students and teachers, and impose real-life consequences, including sanctions on schools and possible school closures, firing teachers and even decisions regarding student placement and graduation.
When federal policy conflicts with a solid body of evidence, one would expect our state education officials, those charged with safeguarding the educational rights and welfare of our children, to provide guidance on sound testing policy.
Unfortunately, Gov. Dannel P. Malloy‘s top education officials have failed to provide any useful guidance whatsoever. To the contrary, Connecticut officials willingly participate in damaging testing practices. Connecticut rushed to sign on to the federal NCLB waiver in 2012, without analyzing the costs or consequences. As part of the waiver, then Education CommissionerStefan Pryor committed the state to implementing the common core tests known as the Smarter Balanced, or SBACs. These tests are longer than the CMTs, and must be taken on a computer or tablet, requiring a certain level of computer skill and literacy. Commissioner Pryor also agreed to “cut scores,” proficiency levels, guaranteeing that a vast majority of Connecticut students will fail the new tests. By agreeing to the waiver, Pryor also committed the state to evaluating teachers based on standardized test scores, even though the weight of evidence demonstrates that evaluating teachers on student these test scores is invalid and major organizations such as the American Statistical Association and the American Educational Research Association oppose this practice.
Contrast Connecticut’s complete lack of leadership with Vermont’s. Because the NCLB waiver called for mandates that were contrary to good educational practices, Vermont refused to apply for an NCLB waiver in 2012. In an August 2014 resolution, Vermont’s State Board of Education called on the federal government to “reduce the testing mandates, promote multiple forms of evidence of student learning and school quality, eschew the use of student test scores in evaluating educators, and allow flexibility that reflects the unique circumstances of all states.”
Last week, Vermont’s State Board of Education unanimously approved a new resolution on the SBAC tests, which gives strong and informed guidance that Connecticut’s education leaders are unwilling to provide.
Vermont’s resolution declares that while the SBAC tests “purport to measure progress towards `college and career readiness . . . the tests have not been externally validated as measuring these important attributes.”
Accordingly, the state board resolved “until empirical studies confirm a sound relationship between performance on the SBAC and critical and valued life outcomes (“college and career-ready”), test results should not be used to make normative and consequential judgments about schools and students.”
Vermont’s state board also resolved that until Vermont has more experience with evidence from the SBACs, “the results of the SBAC assessment will not support reliable and valid inferences about student performance, and thus should not be used as the basis for any consequential purpose.”
Finally, honest education officials admit the SBACs have never been proven to measure “college readiness” or progress toward “college readiness,” and in fact are unreliable to measure student learning. In other words, the foundation upon which the Common Core rests is an artifice, and our children are being subjected to unproven tests. Connecticut districts have been diverting resources and time toward a testing regime without any proof that it would improve our children’s education.
In its thoughtful articulation of its policy stance, Vermont’s educational leaders demonstrated their dedication to the educational welfare of Vermont’s children. It is shameful that Connecticut’s so-called leaders cannot muster the same concern for ours.
Again, the full article can be found at: http://www.stamfordadvocate.com/news/article/Wendy-Lecker-The-truth-about-the-SBACs-6149232.php
Arne Duncan, Education Reform, Poverty, Wendy Lecker Arne Duncan, Corporate Education Reform Industry, Poverty, Wendy Lecker
Education advocate and commentator Wendy Lecker has yet another – MUST READ – piece in this weekend’s Stamford Advocate and on the Hearst Media website. You can find the original at: Wendy Lecker: The challenge of learning in chaos.
The challenge of learning in chaos
The notion of equal educational opportunity was explained clearly by Kansas Judge Terry Bullock in a 2003 school funding decision: “If a child lives a great way from school, the transportation cost for that child will be greater than for another child nearer to school — just to provide him or her the same educational opportunity. Similarly, if a child cannot speak English, it may cost more to teach that child English as a second language before the child can learn math and other subjects.”
In other words, providing equal opportunity means meeting children where they are — helping them overcome their individual obstacles to learning. Judge Bullock recognized that although those obstacles often exist outside the school walls, overcoming them is part of the state’s constitutional obligation to provide a free public education.
A new UCLA report centers on those out-of-school factors that interfere with learning. The report, titled “It’s About Time,” found that community stressors such as economic distress, hunger, lack of medical care, family problems, unstable housing and violence, result in lost learning time three times as often in high poverty schools as in low poverty schools.
While the report focuses on California, I have heard identical stories from teachers, principals and district officials in Connecticut and New York. Children in impoverished districts often arrive at school hungry, without coats, socks or with broken glasses. High school students miss the first few periods of each school day because they must ensure their younger siblings get to school safely. Children bring to school the instability they experience in their lives.
These are not isolated stories. These are the barriers many poor children encounter every day when they try to learn, and teachers encounter when they try to teach. Before a child can focus on learning, she needs to be fed and clothed and have a way to deal with any trauma she may have experienced the night before. This is why social workers, behavioral specialists, psychologists, counselors and other therapists are essential educational resources. “Support staff” is a misnomer.
More than half of American public schoolchildren live in poverty. Consequently an increasing number of schools must contend with the chaos that surrounds the lives of their students. However, as the number of poor public schoolchildren rises, schools have fewer resources to help. Most states provide schools with less funding today than they did before the recession hit. And the number of federal dollars, a very small percentage of a school district’s budget to begin with, has also shrunk considerably. The poorest districts are least able to fill in those chasms with local tax dollars.
The result? Every year, our poorest school districts must slash millions of dollars from their budgets. That means cutting services.
Teachers pick up the slack. They find jackets for students, feed them, buy school supplies and give up their lunch periods to counsel them. The UCLA report found that teachers in high poverty schools spend time “addressing a variety of important academic, social, and long-term planning issues with their students more frequently than teachers in Low Poverty schools.”
The report dispels the “absurd notion,” as former Massachusetts Education Secretary Paul Reville once said, that “all the incompetency in our education systems has coincidentally aggregated around low income students.” Teachers in high poverty schools go above and beyond to meet their students’ needs. It is not about incompetence. It is about lack of resources.
One has to wonder why the Obama administration pushes policies that not only fail to correct the inequalities in educational resources, but instead exacerbate them.
The UCLA report revealed that poor schools lose three times more instructional days than low poverty schools to standardized testing and test prep — more than four weeks of instructional time.
It is now well-established that standardized tests do not improve learning, and narrow a school’s curriculum. It is also well-known that yearly testing is unnecessary, since a child who passes a test one year is overwhelmingly likely to pass the next.
Yet U.S. Education Secretary Arne Duncan clings to the faulty conviction that children must suffer through standardized tests every year so that children “do not fall through the cracks.” How absurd. Teachers know which children are struggling academically.
If policymakers were truly concerned with children falling through the cracks, they would make sure that every school had a safety net to catch them. Too often, our neediest children must face life’s harshest realities. It is time politicians stop ignoring how those realities impact our schools.
For more go to: http://www.stamfordadvocate.com/news/article/Wendy-Lecker-The-challenge-of-learning-in-chaos-6093176.php
Arne Duncan, Common Core, Gubernatorial Election 2014, Malloy, Standardized Testing, Stefan Pryor, Wendy Lecker Arne Duncan, Common Core, Gubernatorial Election 2014, Malloy, Standardized Testing, Stefan Pryor
With election day in sight, Governor Dannel “Dan” Malloy, one the of country’s leading corporate education reform supporters, recently issued a press release announcing that he was writing a letter to Obama’s Secretary of Education, Arne Duncan, to “explore” reducing the use of the Common Core standardized testing for 11th graders. (Malloy’s pro-corporate education reform industry initiatives have earned him more than a quarter of a million dollars in campaign donations from the state and national education reformers so far this year).
Pro-public education advocate and Hearst Media Group columnist Wendy Lecker takes on Governor Malloy’s standardized testing ploy in an commentary piece entitled, “Malloy’s empty words about testing”
Wendy Lecker writes,
Throughout his administration, Gov. Dannel P. Malloy‘s education policies have been characterized by a disdain for evidence of what helps children learn, and a refusal to listen to those closest to students — parents and teachers. While it has been proven that test-based accountability has done nothing to help learning, and has increased stress in children of all ages, Malloy callously maintained, “I’ll settle for teaching to the test if it means raising test scores.”
Now, weeks before the gubernatorial election, the governor has suddenly declared an interest in the welfare of children — or some children. In a self-congratulatory news release, the governor announced that he wrote to U.S. Secretary of Education Arne Duncan to begin a “dialogue” about how to reduce one standardized test for 11th graders.
Malloy’s newly discovered concern for over-testing for one grade must be understood against his record on standardized testing. Just two years ago, the Malloy administration rushed through an application for an NCLB “waiver,” which exchanged some of NCLB’s mandates for many other mandates — including massively increasing standardized testing. The waiver obligated the state to administer the Common Core tests, including moving the high school test from 10th to 11th grade, and to use the widely discredited method of including standardized test scores in teacher evaluations.
Recognizing the potential for an explosion in standardized testing, parents, school board members and teachers implored the Malloy administration not to apply for the NCLB waiver until it assessed the impact on our children and the cost to taxpayers. Yet, the Malloy administration ignored these warnings and submitted the application.
A year before the administration of the SBAC field tests statewide, I and others wrote about the lunacy of moving the high school test to 11th grade, a year when most students have a heavy course-load, AP tests, ACTs and SATs. Again, the Malloy administration disregarded the public and charged ahead.
When the statewide SBAC pilot tests were to be administered last year, parents expressed reluctance to state and local officials about subjecting their children to this experiment. Rather than consider their genuine concern, the Malloy administration employed a strategy to intimidate parents. It called for presenting parents with threatening letters and half-truths. Finally, if a parent persisted through the gauntlet of misrepresentations and insisted on opting her child out, the Malloy administration would relent and admit there is no penalty for doing so.
Some parents defied the Malloy administration’s bullying and sat their children out of the field tests. Eleventh graders sat out in the largest numbers. Hence Malloy’s new-found concern for over-testing — for 11th graders only.
Though Malloy professes concern about over-testing 11th graders, in reality he plans to increase testing for everyone. In May, his PEAC commission announced a plan to use multiple standardized tests in teacher evaluations going forward. Not only does this plan double down on the flawed practice of using standardized tests to measure a teacher’s performance, it also vastly increases testing for children. The SBAC interim tests, which the Malloy administration recommends, will likely double the standardized testing that already exists.
Against the reality of his policies, Malloy’s letter to Duncan proves to be nothing more than political posturing.
Contrast Malloy’s empty rhetoric with the actions of Vermont’s state officials. As Vermont Secretary of Education Rebecca Holcombe explained to parents in a letter in August, Vermont chose not to apply for the NCLB waiver because of the voluminous evidence demonstrating that including test scores in teacher evaluations is inaccurate; and the evidence that over-emphasizing standardized tests discourages teaching a rich curriculum.
In this letter, Holcombe explained that Vermont disagrees with federal education policy around standardized testing. She declared that NCLB’s reliance on test scores as the main measure of school quality “does not serve the interest of Vermont schools, nor does it advance our economic or social well-being.” Noting the failure of test-based accountability to narrow learning gaps between poor and affluent children, Holcombe wrote: “We need a different approach that actually works.”
Vermont’s State Board of Education followed with a resolution carefully reviewing the evidence on testing; calling on the federal government to reduce testing mandates and to stop using tests to evaluate teachers; and calling on state and national organizations to broaden educational goals and ensure adequate resources for schools.
The actions of Vermont’s state government remind us that the purpose of education policies is to benefit children. Sadly, Governor Malloy only seems to acknowledge the welfare of children when he is trying to snag votes.
You can read Wendy Lecker’s full commentary piece in the Stamford Advocate at: http://www.stamfordadvocate.com/default/article/Lecker-Malloy-s-empty-words-about-testing-5768147.php
Common Core, Wendy Lecker Common Core, Wendy Lecker
Public Education Advocate and Hearst newspaper columnist Wendy Lecker has another MUST READ piece this week about the Common Core.
Wendy Lecker writes,
We now know that the fiction that the Common Core State Standards are nationally agreed-upon standards that grew from some grassroots movement in the states is manufactured hype. It is now broadly understood that these standards were developed behind closed doors under the direction of two private organizations, and were bankrolled by Bill Gates. The imposition of the Common Core coincided with the increasing awareness — by parents, teachers and experts — that after 20 years of reform by high-stakes standardized testing, the method has failed. As it becomes clear that an increased emphasis on new computerized standardized tests is the true purpose of the Common Core initiative, parents, students, teachers and elected officials, from across the country and the political spectrum, are rising in opposition.
While the national revolt against these artificial national standards gains momentum, on Aug. 29, a Texas judge reminded the nation we already have democratically derived national education standards.
In his ruling, Judge John Dietz found the Texas school finance system unconstitutional. He was guided in his decision by the fundamental purpose of education as articulated by the Texas constitution. According to the state constitution, education is “essential to the preservation of the liberties and rights of the people. It is the foundation of our democracy.”
This view is echoed in state constitutions across the United States. From Vermont, to Wyoming, to Kentucky, to New York, courts have resoundingly held that the framers of their constitutions intended that public education prepare our young children for their roles as citizens.
Dietz found that to prepare children for citizenship, every school must have a basic set of essential resources: pre-K, small class size, enough teachers, libraries, books, technology, support staff — including counselors, social workers and paraprofessionals — and extra services for children with extraordinary needs, adequate facilities and a suitable curriculum. After a lengthy trial, the judge ruled that Texas’ school-finance system failed to ensure schools had these basic resources and that, as a result, children in these schools were being denied their constitutional right to an education.
Across this nation, courts in school funding cases have found that these same resources are essential to a constitutionally adequate education in their states. Like Dietz, they heard evidence from national educational experts and local educational experts — superintendents and teachers who work with public school children every day. These judges heard what children need and what works best to help children learn. From Kansas, to Washington, to New Jersey and beyond, these far-flung courts ruled that their states are responsible for providing schools with this nearly identical basket of educational goods.
So-called education “reformers” push a different and lesser vision of education — perhaps most honestly expressed by the Dayton, Ohio, Chamber of Commerce:
The business community is the consumer of the educational product. Students are the educational product. They are going through the educational system so they can be an attractive product for business to consume.
This diminishment of children as being in service to business is echoed by U.S. Education Secretary Arne Duncan, who lamented that because of our public education system, “we are falling further behind our international competitors.”
Not only is this vision offensive, it is wrongheaded. It has been proven over and over that U.S. students’ scores on national or international tests bear no relation to America’s economy or worker productivity.
However, this dehumanizing view explains current educational policy where students, and their teachers, are judged merely by standardized test scores.
Judge Dietz’s ruling turns the focus back on what children need. It declares that before we can hold children, teachers or schools responsible for meeting standards, we must hold states responsible for providing basic educational tools.
The requirement that states provide schools with adequate funding to supply basic resources is the true national standard, developed organically from the ground up, and rooted in our democratic process and values. It fulfills a broad vision of the purpose of public education. In the words of the Connecticut Supreme Court, education is “the cohesive element that binds the fabric of society together.”
School-funding suits similar to Texas’ will soon go to trial in Connecticut and New York. Plaintiffs recently prevailed in Washington and Kansas. And more cases are brewing in other states. It seems that as long as our political leaders peddle a false vision of public education, one disconnected from the needs of students, we must look to our judicial system to safeguard children’s rights.
In addition to serving as a columnist for Hearst Connecticut Media Group, Wendy Lecker is senior attorney at the Education Law Center.
You can read and comment on the original column at: http://www.stamfordadvocate.com/news/article/Lecker-Our-real-national-standards-5736778.php
Education Reform, Hartford Courant\, Malloy, Michael Sharpe, Sarah Darer Littman, Stefan Pryor, Steven Adamowski, Terrence Carter, Wendy Lecker Corporate Education Reform Industry, Malloy, Sarah Darer Littman, Stefan Pryor, Steven Adamowski, Terrence Carrter Michael Sharpe, The Hartford Courant, Wendy Lecker
Another Week, Another Scandal (By Sarah Darer Littman)
Another week, and another education scandal here in the Nutmeg State. The FBI served subpoenas on charter school operator FUSE last Friday morning, and shortly after their visit Hartford Courant reporters found the receptionist shredding documents. “Asked what was being shredded, she said the documents were associated with the state-subsidized Jumoke charter schools.” Obstruction of justice, anyone?
Meanwhile, after the notoriously opaque state Department of Education declined to issue reporters a copy of their own FBI-issued subpoena, the Courant received this statement Monday from Department of Education spokeswoman Kelly Donnelly: “We have been assured that the department is not a subject of this investigation.” Okay then. That’s clear.
Yet by Tuesday, it was another story. Apparently, the subpoena seeks, among other things, “All emails of Commissioner Stefan Pryor” since January 2012.
Read the complete piece at: http://www.ctnewsjunkie.com/archives/entry/op-ed_another_week_another_scandal/
A charlatan in charge of children (By Wendy Lecker)
It is becoming painfully clear that in Connecticut, the refrain that education reform is “all about the children,” is a sad joke. To Education Commissioner Stefan Pryor and his allies, children are merely collateral damage.
Recently, there was the scandal involving Hartford’s Milner school, in which the children were used as pawns in a scheme to expand the charter empire of now-disgraced Jumoke/FUSE CEO Michael Sharpe. Pryor never bothered to discover that Sharpe is a former felon and falsified his academic credentials. Instead, while Milner was floundering under Sharpe, Pryor, a longtime Sharpe supporter, handed him two additional schools. The fate of public school children was clearly the last thing on Pryor’s mind. Currently, the FBI is investigating Pryor’s, Sharpe’s and Jumoke/FUSE’s connections.
And now — New London. In 2012, Pryor decided to take over New London’s school district. His pretext was that the school board was dysfunctional and “rife with personal agendas.” Pryor never provided any causal relationship between the board’s behavior and student performance.
On the contrary, Pryor acknowledged that “many of the problems of New London and the New London School District are the direct result of economic decline and poverty.”
Instead of providing New London with adequate resources, the Malloy administration, through Pryor, appointed Steven Adamowski as New London’s powerful special master.
Adamowski was simultaneously the special master of another impoverished district, Windham. Adamowski’s reign in Windham was characterized by pushing unproven reforms while gutting services that actually helped children. He cut funding for Windham’s successful pre-K program and reduced the capacity of Windham’s bilingual program-even though over a quarter of the students are English Language Learners. He pushed the use of Teach for America, replacing experienced local teachers with temporary recent college graduates; and promoted “choice” for a select number of parents who could afford transportation to an out-of-district school.
Read the full article at: http://www.stamfordadvocate.com/news/article/Lecker-A-charlatan-in-charge-of-children-5647661.php
Search Firm Faulted For Overlooking ‘Ph.D.’ Claims In Carter’s Past; Says It Will Make Good (By Jon Lender)
You’re in front of a Google search screen. You type in “Terrence Carter” — in quotation marks — and then add Chicago, his hometown. Hit “Enter.”
On the first page of results there’s a link for some speakers’ biographies for a 2011 education conference. One of the “Presenter Biographies” is about “Terrence Carter, Ph.D.” and it says he holds doctorate from Stanford University — which he doesn’t.
That’s the process that The Courant went through two weeks ago, finding a public document listing Carter as the holder of a doctorate — several years before his scheduled receipt next month of a Ph.D. from an accredited institute, Lesley University in Cambridge, Mass.
Expanding the search terms slightly — to combinations such as “Terrence Carter, Ph.D.” and Dr. Terrence P. Carter” — yielded a dozen such references.
A member of the search team Nebraska-based McPherson & Jacobson — a Nebraska-based human resources consultant — said she didn’t come up with any Ph.D. or Dr. listing. Carter was never asked about those references during the application process that led to his selection last month by New London’s Board of Education for the job of school superintendent effective Aug. 1.
As a result, the questions that could have been asked in the relatively relaxed setting of a job interview now will be asked in an overheated pressure-cooker situation. The school board Thursday night postponed a vote to approve a contract with the superintendent’s job and ordered its law firm to investigate Carter’s background. The probe is expected to take a month.
The action came after a series of Courant stories starting July 18 raised questions about Carter’s use of the titles Ph.D. and Dr. dating back at least to 2008.
Some officials and citizens in New London said they are wondering why the search consultant that pledged in March to perform “extensive background checks” on the candidates didn’t turn any of this stuff up.
“Why did it take someone from the Hartford Courant to vet the whole situation?” New London resident Eric Parnes asked the school board at its meeting Thursday night.
Read the complete article at: http://www.courant.com/news/politics/hc-lender-carter-resume-0727-20140726,0,1585462.column
And one more – file this one under – What the heck was “Dr.” Terrence Carter and the corporate education reform industry geniuses thinking?
PDF: Comparison Of Terrence P. Carter’s 2011 And 2014 Biographies
Paid for by Pelto 2014, Ted Strelez, Treasurer, Christine Ladd, Deputy Treasurer, Approved by Jonathan Pelto
Graduation Rates, Malloy, Stefan Pryor, Wendy Lecker Corporate Education Reform Industry, Graduation Rates, Malloy, Stefan Pryor
Wendy Lecker’s latest commentary piece for the Stamford Advocate and Hearst Media Group pushes aside the rhetoric coming from the corporate education reform industry and its allies like Governor Dannel “Dan” Malloy and his Commissioner of Education, Stefan Pryor.
Instead Lecker lays out the real issues about graduation rates and why high school students leave school. It is another “Must Read” piece and the complete article can be found at: Lecker: Why students leave high school.
Wendy Lecker writes;
Graduation rates, one barometer of a state’s or nation’s success in educating its children, are great fodder for political recriminations and grandiose claims. Pundits and politicians manipulate numbers to disparage public schools or claim victory in some reform they champion. However, serious conversations about the humans behind the numbers are rarely the subject of media attention.
A recent report attempted to look beyond statistics and explore the reasons teens disengage from school. Researchers at America’s Promise Alliance interviewed more than 200 adolescents in 16 high-poverty urban communities across the country, and surveyed more than 3,000 teens in diverse communities across all 50 states. The resulting report, “Don’t Call them Dropouts,” provides insights into why students leave high school.
The researchers found a cluster of factors causing students to interrupt their education. The majority experienced three or more “toxic” factors in their lives, including: homelessness, violence, an incarcerated parent, the need to care for or economically support a parent or siblings, frequent school transfers, foster care, personal or family health traumas, and living in unsafe environments. Many of the teens experienced one stressor too many, causing them to leave school behind. Compounding these traumas, students spoke of feeling unseen at school. Those who returned to school often were encouraged to do so by a caring adult. For many, a personal connection is what brought them back to or kept them in school.
It is striking that most of the factors affecting a student’s decision to leave school occur outside school. These students are forced to deal with life experiences no teen should have to endure. Society does not provide the institutions to mitigate the stress in these students’ lives. That responsibility falls on schools. Thus, it is essential that schools be given the tools to help at-risk teens overcome these outside obstacles to learning. Those tools include academic and social supports, and opportunities for students to find connections and relevance. Since the research shows that dropping out is a long-term process, these resources need to be present in school from the early years.
Yet many of the schools in these communities are under-funded and cannot provide those resources. This lack of resources is at issue in Connecticut’s school funding case, CCJEF v. Rell. The needy Connecticut districts at issue in the case do not have adequate remedial support, social workers, guidance counselors, psychologists, security staff, electives, clubs, sports, AP courses, reasonable class size and other resources to provide at-risk students with the individual connection they need.
Giving schools the necessary resources produces tangible results. A recent review of school finance reform across the United States, conducted for the National Bureau of Economic Research, found that increasing school funding by 20 percent increased the likelihood of graduation in poor students by 23 percent. During full implementation of its school finance reform, New Jersey virtually closed the graduation gap between white and African-American males. Money matters in education, especially to the most at-risk children.
Gov. Dannel P. Malloy would tell us that Connecticut’s graduation rate increased some, so there is no need to fund our neediest schools adequately. However, as Trinity College‘s Robert Cotto has pointed out, the State Department of Education refuses to release data that would allow anyone to verify these claims. Moreover, the state has pushed policies like credit recovery and online courses, which allow for manipulation of credit and grades to provide diplomas when it is doubtful that the students really learned. In Hartford, because of a merit pay system favored by the state, the district inflated grades, allowing students to pass by merely bumping them up to get passing grades. These methods of “graduating” students do not provide the resources at-risk teens need to succeed. They are merely window-dressing.
The CCJEF trial, scheduled to start this fall, will no doubt force the state to face the deprivations of at-risk teens and the schools trying to serve them. But it shouldn’t take a costly lawsuit to spur our elected officials to do the right thing for our children. Our children deserve a governor and legislature that give our schools with the resources they need to provide every child with a quality education.
Again, the full article can be found at: http://www.stamfordadvocate.com/news/article/Lecker-Why-students-leave-high-school-5616013.php
Paid for by Pelto 2014, Ted Strelez, Treasurer, Christine Ladd, Deputy Treasurer, Approved by Jonathan Pelto