Connecticut “schools of choice” are a vehicle for discrimination


Fellow commentator and public school Advocate Wendy Lecker’s latest column in the Stamford Advocate examines CT Voices for Children’s new research report which is entitled, ”Choice Watch: Diversity and Access in Connecticut’s School Choice Programs.”  The study found that charter schools and other “choice schools” systematically prevent equal access to some of the state’s neediest students.

As Wendy Lecker reports,

Of special concern, the report found that Connecticut charter schools are “hypersegregated” — at least 90 percent minority. Furthermore, the authors revealed that charters grossly underserve English Language Learners (`ELL”) and students with disabilities.

Connecticut Voices noted that charters have a financial incentive to exclude ELL students. Unlike the cost of special education services, which is borne by the district where a charter school student lives, charter schools must pay for ELL programs and services. If, however, a charter has fewer than 20 ELL students, it is not required to provide an ELL program.

Connecticut’s rating system, which judges and sanctions schools based on standardized tests scores, provides more reasons to exclude. ELL students and students with disabilities tend to score lower on standardized tests, therefore charter schools look higher performing when they do not have either subgroup.

A traditional public school would never be able to get away with excluding any child in their district. Such a move would be illegal. However, the state enables the charter schools’ exclusionary behavior. Charters are not required to have specific diversity targets in enrollment. Moreover, while in theory a charter can be revoked if a charter school does not serve enough ELL or students with disabilities, no charter school has ever suffered that fate. With an Education Commissioner who is a founder of one of the worst offending charter chains, charters are safe to continue their exclusionary practices.

The fact that these publically funded “choice schools” have become a vehicle to further segregate our society undermines the very essence of our public education system.

As Wendy Lecker explains,

The idea of equity for all was the driving force behind the civil rights movement. Martin Luther King Jr. declared that “I am never what I ought to be until you are what you ought to be.

“Lyndon Johnson’s motto was “doing the greatest good for the greatest number.”

The principles of communal good underpinned Connecticut’s commitment to school integration. Connecticut’s Supreme Court deemed that having children of different backgrounds learn together is vital “to gain the understanding and mutual respect necessary for the cohesion of our society.” The late U.S. Supreme Court Justice Thurgood Marshall maintained: “Unless our children learn together, there is little hope that our people will learn to live together.”

Armed with the evidence provided by the new CT Voices for Children Report, Wendy Lecker concludes,

As voters, we have a choice. We can recommit ourselves to school integration, realizing that instilling in our children a sense of community is the key to our cohesion as a democratic state. Or, we can allow politicians to school our children in avoidance, and risk becoming like the fractious and unstable nations we see in the world around us.

Be sure to read Wendy Lecker entire column which can be found at:

You can read and download the CT Voices for Children report at:

Teacher Barth Keck adds his voice to the debate about the Common Core and related testing


As Connecticut’s public school students begin taking the Common Core Balanced Assessment Field Test of a test this week, more and more serious questions are being raised about the Common Core and its associated testing charade.

As evidenced during the recent public hearing held by the General Assembly’s Education Committee, apologists for the Common Core and Governor Malloy’s corporate education reform industry initiatives desperately defend the indefensible policies related to the Common Core, the Common Core Smarter Balanced Assessment Test and the absurd teacher evaluation system.

At the recent hearing, the most irrational support for Malloy’s education reforms came from Malloy’s own Commissioner of Education, Stefan Pryor and organizations such as the Connecticut Association of Boards of Education and the Connecticut Association of Public School Superintendents.

CABE and CAPSS are two examples of groups that are funded in large part by taxpayer funds but rather than spend their resources protecting Connecticut’s public school students, parents, teachers, school administrators and taxpayers they are kowtowing to an increasingly unpopular governor and his increasingly unpopular so-called “education reforms.”

This weekend’s trifecta of columns about the failures of Malloy’s education reforms include Wendy Lecker’s “Charter school pitch not about helping community,” Sarah Darer Littman’s “Politicians Underestimate Common Core Opposition at Their Peril” and Connecticut teacher Barth Keck’s column entitled, Criticism of Common Core Is A Misunderstanding That Will ‘Dissipate’ After Adoption?.”  

The commentary piece Barth Keck wrote in this week’s CT NewsJunkie lays out some of the most profound issues.

Keck writes,

“To listen to the leaders of the leaders of Connecticut public schools, the controversy surrounding the Common Core State Standards is merely a misunderstanding that will be clarified once the standards are adopted.

Bob Rader, executive director of the Connecticut Association of Boards of Education, said “there’s a lot of misinformation about the teacher evaluation system and how it’s going to work together with the Common Core,” according to a CTNewsJunkie report.

“What we’re trying to do is give a little cooling off period so we can implement Common Core,” Rader said during the legislature’s hearing on March 12. “Then I think you’ll see this all dissipate.”

Regarding a survey that found 97 percent of Connecticut teachers “believed there should be some sort of moratorium on the implementation of the standards,” Joseph Cirasuolo, executive director of the Connecticut Association of Public School Superintendents, said that he didn’t know where “the approximately 1,500 teachers surveyed by the Connecticut Education Association came from because that’s not what he’s hearing from the leaders of school districts.”

Note to Mr. Cirasuolo: I know where at least one of them came from.

What we have here is a classic case of “decoupling.” That is, proponents of the Common Core have separated themselves from the pushback simply because it’s an impediment to their agenda.

“Moratorium says to me: You stop,” said Cirasuolo. “All of that just stops. Our members are saying, ‘We can’t do that. What do we do if we stop? Do we go back and get the stuff we used to use four years ago?’ You’re not going to improve a process if you stop it.”

Cirasuolo’s attitude is mirrored at the national level.

“The standards are portrayed as so consensual, so universally endorsed, so thoroughly researched and vetted, so self-evidently necessary to economic progress, so broadly represented of beliefs in the educational community,” writes respected author and literacy expert Thomas Newkirk in a must-read essay, “that they cease to be even debatable.”

Problem is, adds Newkirk, these bold attitudes “hide their controversial edges.”

Newkirk outlines multiple reasons why — despite the self-assurance of Common Core supporters — the current resistance should not be so readily dismissed.

For one, many standards are “developmentally inappropriate.”

“[T]he CCSS has taken what I see as exceptional work, that of perhaps the top 5 percent of students, and made it the new norm,” writes Newkirk. “What had once been an expectation for fourth graders [has] become the standard for second graders, as in this example:

Write informative/explanatory texts in which they [i.e., second graders] introduce a topic, use facts and definitions to develop points and provide a concluding statement.

“Normally this would be the expectation of an upper-elementary report; now it is the requirement for seven-year-olds.”

Newkirk also has concerns about the connection between standardized testing and the Common Core, a situation that ultimately limits what is taught: “These tests will give operational reality to the standards — in effect they will become the standards; there will be little incentive to teach to skills that are not tested.”

Perhaps most significantly, the full-speed-ahead attitude of the CCSS proponents “drowns out” all other educational discussions.

Explains Newkirk: “The principle of opportunity costs prompts us to ask: ‘What conversations won’t we be having?’ Since the CCSS virtually ignore poetry, will we cease to speak about it? What about character education, service learning? What about fiction writing in the upper high school grades? What about the arts that are not amenable to standardized testing? What about collaborative learning, an obvious twenty-first-century skill? We lose opportunities when we cease to discuss these issues and allow the CCSS to completely set the agenda, when the only map is the one it creates.”

The history of our country is filled with examples of cognitive dissonance created by people who question the so-called “conventional wisdom.” Newkirk cites Martin Luther King, Jr., who stated in his “Letter from a Birmingham Jail” that it is never “untimely” in a democracy to scrutinize policies.

The leaders of the leaders of our public schools would do well to remember this lesson. King’s “Letter,” after all, is included in Common Core Standard 10 as a “Text Illustrating the Complexity, Quality, & Range of Student Reading 6-12.”

You can read Barth Keck’s full column at CT NewsJunkie by clicking here:  Criticism of Common Core Is A Misunderstanding That Will ‘Dissipate’ After Adoption?

Charter Company: We’re from the Bronx, NY and we are here to help


When it comes to Governor Malloy, his Commissioner of Education Stefan Pryor and the corporate education reform industry, perhaps the most absurd, inappropriate, insulting, and anti-local control privatization scheme is playing itself out in Stamford, Connecticut.

Fellow pro-public education advocate columnist Wendy Lecker lays out the facts about Bronx Charter School for Excellence effort to open a charter school in Stamford and the help they are getting from Commissioner Pryor’s office and Connecticut’s lobbying group dedicated to privatizing Connecticut’s system of public education.

As parents, teachers and pro-public education allies have learned, these ongoing efforts to undermine public education are not coming from some wing-nut Teabag Republican but from Democratic Governor Dannel Malloy and his band of corporate education reform industry supporters.

This week Wendy Lecker lays out the stunning facts in a Stamford Advocate column entitled, Charter school pitch not about helping community.

Wendy Lecker’s MUST READ piece follows,

Since my column appears in several papers, I was asked, when I started, not to write about Stamford. This week, I am writing about an application by Bronx Charter School for Excellence (BSCE) to open a school in Stamford.

But this is not about Stamford.

If this were about Stamford, BCSE would have taken care to describe Stamford in its application. Instead, it describes a city where, compared to its neighbors Darien, New Canaan, Westport and Greenwich, “racial isolation prevails.” You read that right — the application claims that compared to those predominately wealthy, white towns, Stamford is racially and economically isolated.

Not only is Stamford wonderfully diverse, our community has a proud commitment to integrated schools. For more than 40 years, Stamford has maintained its “10 percent rule,” requiring that our schools reflect the demographics of the community, plus or minus 10 percent. When our schools fall out of balance, we redistrict — a public and sometimes painful process. For our magnet schools, we long ago abandoned a “blind lottery” because we found that a lottery without demographic controls segregates. Decades of research and experience in schools across the nation confirm our experience.

BCSE plans to specifically target our children of color and low-income children and insists on admission by blind lottery. It completely discounts the research and Stamford’s experience, which almost guarantees that this school will be segregated.

But this is not about Stamford.

Stamford strives to serve all its more than 16,000 children — with little help from the state, which owes Stamford’s children millions of dollars in state education aid. Stamford’s school budget is almost 90 percent local money.

BCSE seeks about $4 million in state taxpayer dollars to serve at most 392 children, from pre-K through fifth grade. If this had been about Stamford, someone might have asked what Stamford needs.

But this is not about Stamford.

If this were about Stamford, BSCE would realize that its claim it will “eradicate” our achievement gap is empty. BCSE struggles with a large achievement gap in its own small school, and offers no educational practices that Stamford does not already do. The difference is that Stamford serves all children — not just a handful.

It is no wonder BCSE gets it all wrong. No one in BCSE bothered to learn about Stamford before completing the application. The entire process was conducted without consultation with or even notice to anyone in Stamford.

In November 2013, without informing Stamford, charter school chain founder and Education Commissioner Stefan Pryor directed former charter school principal and State Department of Education “turnaround” director Morgan Barth to solicit charter applications targeting Stamford and select other cities.

BCSE prepared its application without contacting the superintendent, mayor or parent groups, and without visiting Stamford public schools. SDE scheduled a local hearing about this application with no notice to Stamford, during Stamford’s school vacation.

When the superintendent received the application, in February, she, the mayor and members of the Board of Education protested SDE’s lack of notice. In response, SDE postponed the hearing by three weeks. Only then did BCSE reach out to Stamford officials.

BCSE also held a well-advertised dinner the Saturday before the hearing. About five people showed up, three of whom were not supporters of the charter application. Had this been about Stamford, BCSE would have understood that Stamford parents are not interested in their version of “choice.”

But this is not about Stamford.

So, BCSE bused in parents, teachers and students from the Bronx to tell the state representatives at a local hearing that Stamford parents “need” this school.

Of the more than 50 people who spoke at the hearing, only one resident of Stamford spoke in favor of the application. A charter lobbyist read a supportive statement from another absent resident. The rest, Stamford parents, Board of Education members, community leaders and the mayor spoke in opposition to the application. The diverse Stamford community explained that this school is not what we need nor want.

But this is not about what Stamford needs or wants. This is about a charter school setting itself up to look good — receiving a hefty sum of state dollars for classes of 16 children, starting in pre-K, so it does not have to submit to state testing until 2018, well after it will be a “done deal.”

This is about ignoring community needs, community experience and community values.

When someone comes here pushing a school that does not reflect our commitment to equity and integration, we know — it is not about Stamford.

You can read column and Wendy Lecker’s other pieces via and by searhing


The two “MUST READ” columns of the weekend


Fellow pro-pubic education advocates and commentators have done it again – with two more MUST READ pieces.

Sarah Darer Littman with “The Brave New World of being ‘College and Career Ready


Wendy Lecker with “A crisis of low standards

Wendy Lecker writes,

Not poverty. Not inadequate resources. Not toxic stress. Not segregation. According to U.S. Education Secretary Arne Duncan, low standards are the cause of America’s educational disparities. The solution, he maintains, is national standards, the Common Core State Standards, and the accompanying national tests.

“For far too long,” Duncan declared, “our school systems lied to kids, to families, and to communities. They said the kids were all right — that they were on track to being successful — when in reality they were not even close.” Duncan claimed states’ low standards made “educators, administrators and especially politicians” look good but did not prepare students for the rigors of college work.

Before the Common Core, according to Duncan, high school success was a “lie” — it certainly did not mean that students were “college ready.”

What a compelling, but false, narrative. A new peer-reviewed longitudinal nationwide study confirmed that the most reliable predictor of cumulative college GPA and college graduation is a student’s high school GPA.

Read the Wendy Lecker’s entire piece at:


Sarah Darer Littman writes;

One of the oft-stated goals of education reform is to ensure that students are “college and career ready.” Like “excellence,” it’s probably one of the most over-used phrases in the education reform movement.

But as I’ve asked before,  what does this phrase really mean? Do our policy makers even know? Judging by their actions of late, I’m starting to think they don’t.

On March 18, the window opens for field tests of the new Smarter Balanced Assessment Consortium, the computer-based adaptive test that will go live next year to replace the Connecticut Mastery Test (CMT) and Connecticut Academic Performance Test (CAPT).

SBAC, or the Smarter Balanced Consortium, is one of the two consortiums that states have signed up with to develop new assessment systems for the Common Core State Standards. Funded by a four-year, $175 million grant from the U.S. Department of Education (which runs out in September of this year), SBAC claims its system “will measure mastery of the Common Core State Standards and provide timely information about student achievement and progress toward college and career readiness.”

But there’s a slight catch. They haven’t yet defined “college and career ready.”

“The Consortium also will establish performance benchmarks that define the level of content and skill mastery that marks students as college- and career-ready. These performance benchmarks will be determined through a deliberative and evidence-based standard-setting process, which will include input from K-12 educators and college and university faculty,” the website says. “Preliminary performance standards will be established in 2014 after student data have been collected through pilot and field testing. Following the Field Test in spring 2014, the Consortium will conduct standard setting for the summative assessments in grades 3-8 and grade 11 in ELA/literacy and mathematics. These performance standards will be validated in July/August 2015 using spring 2015 operational data.”

So basically the people who are pushing Common Core — Mssrs. Gates, Obama, Duncan et al, need our kids to be lab rats for this project, while their kids are safely ensconced in private schools, immune from such pedestrian concerns.

What does being an unpaid test subject for SBAC entail, exactly?

Sarah Darer Littman’s entire piece can be found at:

As Wait, What? readers know, Wendy and Sarah are playing the pivotal role in the battle against the corporate education reform industry and in the on-going effort to re-take control of our public education system.

Please take the time to read these two key commentary pieces.

Ailing teacher evaluation program can’t be cured (by Wendy Lecker)


Among Governor Malloy’s package of election year gimmicks to win back enough support to get 50 percent of the vote in November’s gubernatorial election are a series of steps to deceive teachers, parents and public school advocates into thinking that he is mending his ways and stepping off the corporate education reform industry gravy train.

In a move that would make any panderer proud, Governor Malloy said he would even delay Connecticut’s unfair, inaccurate and counter-productive teacher evaluation program. In fact, he said he would delay it all the way until January 2015, a full TWO MONTHS after his dreamed of re-election.

What Malloy and his education reform allies refuse to admit is that Connecticut’s Ailing teacher evaluation program can’t be cured.  Delaying its implementation is a worthless political stunt.

As Wendy Lecker writes in her latest commentary piece for the Stamford Advocates and Hearst Media Group newspapers, “The time has come to repeal Malloy’s education reforms and develop proposals that will actually improve our schools.”

In another MUST READ piece, Wendy Lecker writes:

With an election year upon us, Gov. Dannel P. Malloy recently announced that we should delay his new teacher evaluation system. This comes after his policies wasted millions of dollars and thousands of teacher, administrator and student hours.

The governor claims a delay will solve the glitches in the system, implying that the problems with this unproven teacher evaluation system are only procedural.

The truth is that Connecticut’s new teacher evaluation model, called SEED, is fatally flawed and no amount of delay will cure it. It must be scrapped and replaced by a valid system that will actually work to improve teaching and learning.

As the Malloy administration has been warned repeatedly, the reliance on standardized test scores for 22.5 percent of a teacher’s evaluation renders the entire system unreliable.

Research has demonstrated conclusively that using standardized test to rate teachers is invalid because scores vary widely based on the test, year, class and statistical model used. This overwhelming evidence prompted Tennessee’s State Board of Education, one of the first adopters of the so-called Value Added Model (“VAM”), to now abandon the use of VAM in any decisions to license or fire teachers. A bill is pending in Tennessee to prohibit the use of student standardized test scores in teacher evaluations.

Connecticut uses an even more inaccurate method called Student Growth Percentiles (“SGP”). While VAM tries but fails to isolate a teacher’s small effect on student test scores, SGP does not even attempt to measure a teacher’s effect.

SGP tells us nothing about a teacher. Yet that is what Connecticut uses for 22.5 percent of a teacher’s evaluation. Though SGP is a portion of a teacher’s evaluation, it will likely be the determining factor because its volatility will make it the tipping point in a rating.

Delay will not cure the use of SGP. Time cannot magically make unreliable data more reliable — it just gives us more consistently unreliable data.

Delay will also not cure the other fatal flaws in the evaluation system.

The goal of Connecticut’s evaluation system should be to improve teaching and learning. Because they teach human beings, teachers work in a dynamic environment and must be able to adjust their lessons and behavior to each class. A successful teacher evaluation model captures authentic teaching and learning.

Kim Marshall’s admired mini-observation model employs this approach. Since not every aspect of teaching occurs in every class, several mini-observations are required, with conversations after each one. In order not to disrupt teaching, supervision should occur throughout the year, and evaluation at the end.

However, Connecticut’s teacher evaluation program emphasizes so-called measurement, not teaching practice. It is so focused on measurement that it detracts from teaching and learning.

Connecticut’s system is not geared toward improving teaching or learning because it did not emanate from the classroom or classroom practice. Teachers are asked to respond to externally generated jargon-filled questions that have little relationship to their classroom or students. Where they used to use staff meetings to review student work and share ideas for improving lessons, they now spend hours in meetings discussing how to answer these artificial questions and enter them into the computer.

In classroom observations, administrators write down every word a teacher says. One teacher reports having the evaluator interrupt her interactions with students so she could repeat verbatim what she had just said. An experienced counselor described an observed family meeting in which the administrator’s transcribing was so distracting that she focused on every word she said rather than the toxic dynamic developing between the parent and child. A 40-year veteran first-grade teacher recounted how she no longer reads books aloud to her students because she fears an evaluator will say she is off-script.

Waiting a year will not help. As one teacher said “We can all figure out how to fill out the forms more quickly and accurately and nothing will have improved for the student.”

He continued. “A teacher’s most valuable resource is time. I used to spend this time trying to think of ways to make my lessons more engaging, or how to scaffold better.” Now, the teacher reports spending that time answering questions that seem to exist merely to justify an outside consultant’s fee.

The majority of Connecticut teachers agree. UConn’s study of the evaluation pilot found that only 42 percent of teachers believe that with sufficient resources — time and staffing- SEED will improve teacher practice.

The time has come to repeal Malloy’s education reforms and develop proposals that will actually improve our schools.

You can read Wendy Lecker’s latest article and search for her previous commentary pieces at

Connecticut need not look far for model on improving academic performance (by Wendy Lecker)


Hearst media commentator and fellow pro-public education advocate Wendy Lecker has another great commentary piece in this weekend’s Stamford Advocate.

Wendy writes:

“High-quality preschool is one of the best investments society can make in our children. It has been proven to improve academic outcomes and reduce the costly incidence of special education and grade retention. It increases high school graduation and reduces contact with the criminal justice system.

While Connecticut’s leaders have paid lip service to the value of high-quality preschool, they have not made a serious effort to address the inequity of preschool access in our state. For example, in the 2011-2012 school year, 98.3 percent of Westport’s kindergarten students attended preschool, nursery school or a Headstart program, compared with only 65 percent of neighboring Bridgeport’s kindergartners.

Last month, the federal government rejected the Malloy Administration‘s application for Race to the Top funds for expanding Connecticut’s preschool because Connecticut did “not present a High Quality Plan” to serve high-needs children.

The truth is, Connecticut would not have had to look very far to find a successful model of high-quality preschool serving high-needs children.

New Jersey’s Abbott preschool program has been recognized nationally as a stellar example of high-quality preschool.

In 1998, in New Jersey’s school funding case, called “Abbott,” the state’s highest court ruled that preschool is an essential component of a constitutionally adequate education and mandated universal full-day preschool for 3- and 4-year-olds in the 31 highest poverty districts in the state.

New Jersey then built a universal preschool program that resulted in strong and persistent gains for children in the Abbott districts. Children who attended the Abbott preschool outperformed those who did not in oral language, conceptual knowledge, math and literacy. Abbott preschool graduates were half as likely to be retained in a grade as those who did not; and children who attended Abbott preschool were much less likely to require special education services.

The way in which New Jersey achieved this system of high-quality preschool provides a lesson beyond just preschool. It is a model for school reform in general.

Following the court’s mandates, New Jersey was required to provide preschool programs that conformed to specific quality standards. In 1999, there was a patchwork of private and public providers already operating in these districts. Many were of sub-standard quality. On the Early Childhood Environment Rating Scale (ECERS), a research-based assessment of preschool program quality, less than 15 percent were rated good to excellent and nearly one in four was less than minimal quality. By 2007-08, the vast majority of classrooms were good to excellent, with no “poor” ratings.

New Jersey built a high-quality, diverse delivery preschool system by investing in existing community-based and Headstart programs, and expanding school-based preschool. The state paid to send preschool teachers back to school for additional certification and boosted teacher pay. It developed operational standards that enabled communities to serve the particular needs of their districts’ children; and developmentally appropriate curricula. The state provided technical assistance to providers, for example, in managing finances. Moreover, it invested in facilities and wrap-around services.

New Jersey did not close poor quality preschools. It did not engage in wholesale firing and replacement of staff. It did not impose outside managers unfamiliar with the communities. It did not force a “cookie-cutter” model that ignored the specific needs of each district. It did not replace existing schools with ones that exclude the neediest children.

In other words, New Jersey did not use the “turnaround” methods of reform favored by today’s school reformers.

Mass school closings are a disturbing trend in financially distressed districts across the nation. The closings disproportionately impact African-American and Latino students, seldom improving academic performance. School closures have a destabilizing effect on the entire community, as the schools closed were often anchors of the neighborhood. Often, the new replacement schools fail to serve the district’s most vulnerable children. When they do not close a school, reformers favor replacing a school’s staff, another ineffective strategy. In fact, it was recently revealed that the federal government has poured millions of dollars into “turnaround” efforts like these, which replace and displace rather than rebuild, with very little evidence of a successful return on its investment.

Connecticut’s education policies have been diverted down the wrong road. It is time to put Connecticut back on track. New Jersey’s Abbott program provides an alternate model; one that can be successful not only for preschool but also for K-12 education. While corporate reformers push slash-and-burn techniques that ignore and even destroy local institutions, the Abbott program proves that cultivation of community resources reaps long-lasting benefits — for children and the neighborhoods.”

You can read the full piece:

Wendy Lecker takes down Pryor and Common Core in 751 words


Public School parent, fellow public-education advocate and ally Wendy Lecker has written another “must read” commentary piece in this past weekend’s Stamford Advocate.

The article may very well be the most powerful take-down yet of the Common Core and, in this case, the Malloy administration’s plan to spend up to $1 million in public funds on an absolutely absurd waste of $1 million to advertise and promote he warped Common Core standards.

Wendy Lecker writes;

Who can forget Gov. Dannel P. Malloy‘s repugnant words, “I’ll settle for teaching to the test if it means raising test scores?”

When it comes to their children, parents do not want to settle. They know that teaching to the test means a narrowed curriculum and mind-numbing test prep. Unlike the governor, parents and teachers understand that children need and deserve a well-rounded and engaging education.

A recent study out of MIT renders Malloy’s statement even more odious.

Researchers found that an increase in standardized test scores does not increase a child’s cognitive skills: specifically her ability to analyze abstract problems and think logically. This study confirms earlier research showing that standardized tests essentially measure merely how good a test-taker a student is.

Governor Malloy’s statement and resulting policies undermine the goal of developing citizens capable of flourishing our complex world.

The MIT findings also shed important light on the dangers associated with our state’s rush to implement the controversial Common Core State Standards. Proponents of the Common Core swear that this new regime will teach our children to think deeply and critically. In fact, it was just revealed that Malloy’s Education Commissioner plans to spend up to 1 million taxpayer dollars on a public relations firm to sell this idea to the public. The plan is to create a multi-media campaign to try to convince the public that the Common Core is worthwhile.

However, the focus of the Common Core is new and even more onerous standardized testing. The tests are longer, contain more multiple choice questions and have computer-scored essays that cannot assess anything but rudimentary writing skills. MIT’s study proves that a regime, such as the Common Core, whose goal is increased scores on standardized tests, will not develop critical thinking, no matter what its high-priced salesmen claim.

It is no wonder, then, that parents across the country are rising up to resist the rollout of the Common Core tests. There has been an explosion in the opt-out movement, from New York, to Oklahoma to Chicago to Oregon. Protesting parents are meeting with some impressive success. For example, after 80 percent of parents at one elementary school in Washington Heights in New York City, boycotted new state testing of young elementary school students, the school canceled the tests altogether.

Now that Common Core testing has come to Connecticut, officials around the state are reporting that parents here are seeking to opt out of state tests. They are preparing for the possible tidal wave of parents who will refuse to subject their children to invalid, overly long and meaningless tests.

State and local officials also know that while Connecticut law provides that students “shall” take state tests, there is no sanction for parents who refuse to have their children take the tests. Rather than honestly inform parents of this fact, the State Department of Education has a detailed plan of action for how to frighten those parents who might want to opt their children out of testing into submission.

If a parent seeks to opt his child out, SDE suggests that administrators inform him that the district has no freedom in the matter. State officials are instructed to tell parents who contact them that there is no opt-out language in the law. If a parent persists, the district is advised to present him with an intimidating legal-looking, but meaningless, “letter of intent” to sign.

Should a parent make it past the bullying gauntlet outlined above, he will find out what SDE knew all along. SDE’s instruction provides that if, after all these steps, a parent still refuses, then “the district generally does not test the student and the student is counted as `absent’ (for purposes of testing), which negatively impacts the participation rate for the district.”

In other words, there are no negative consequences to a parent or child who opts out of state tests.

When our state education officials impose an educational program that does nothing to develop our children’s intellectual abilities, intentionally mislead parents about what the law on testing permits, then waste scarce taxpayer dollars, not on educational services, but rather on a media blitz to further snow the public, we know that they do not have the best educational interests of our children in mind.

Governor Malloy, Commissioner Stefan Pryor and Connecticut’s legislators need to understand that Connecticut’s parents, like those in New York and elsewhere, will not stand for this unprecedented assault on our local schools and the children they are dedicated to serve.

Here is the link to Wendy Lecker’s “must read” piece:

Malloy can tell it to the judge (By Wendy Lecker)


Fellow public school advocate and columnist Wendy Lecker has written yet another “must read” column for the Stamford Advocate.   

While candidate “Dan” Malloy ran on a platform of supporting public education, Governor “Dannel” Malloy has pushed an agenda that has systematically undermined Connecticut’s public schools.  Rather than solve Connecticut’s unconstitutional school funding formula, as he promised, Malloy has repeatedly worked to destroy the very lawsuit that he helped bring on behalf of Connecticut’s students, parents, teachers and taxpayers.

His education “reform initiative” is the most anti-teacher, anti-union, anti-local control legislation of any Democratic governor in the nation.

And his Commissioner of Education has so mismanaged the Connecticut Department of Education that a significant number of school superintendents are actually talking about a vote of no confidence in Commissioner Stefan Pryor.

With that as the background, Wendy Lecker has written a piece appropriately entitled, “Malloy can tell it to the judge.”

In it she writes:

Connecticut recently was treated to two contradictory pictures of education in our state: one was fantasy and the other, reality. The magical thinking was provided by Gov. Dannel P. Malloy at a speech at the conservative think tank, the American Enterprise Institute on Dec. 2. There, he trumpeted the success of his 2012 education “reform legislation.” Two days later, Judge Kevin Dubay of Connecticut Superior Court provided a dose of reality about Malloy’s grand, but empty, pronouncements, in his decision to deny Malloy’s motion to dismiss the CCJEF v. Rell school funding suit.

At his AEI speech, Malloy shockingly dismissed the need to provide all children with educational opportunities as “old rhetoric.” His focus is not on educational opportunity, he claimed, but rather “educational success.” Malloy trumpeted his 2012 education “reform” legislation as providing the path to educational success.

Contrary to Malloy’s contention, educational opportunity is not just “old rhetoric.” The concept of educational opportunity has a specific constitutional meaning in Connecticut. Under our constitution, Connecticut must provide all children with “suitable educational opportunities.” Connecticut’s highest court has defined those opportunities as schools with sufficient resources to provide an education that prepares Connecticut’s children to participate in democratic institutions, attain productive employment and otherwise to contribute to the state’s economy, or to progress on to higher education.

As mayor of Stamford, Malloy understood the constitutional significance of educational opportunity. He was a founding member of the CCJEF coalition and one of the original plaintiffs in the suit demanding the state fulfill its legal obligation to provide fair and adequate funding to all Connecticut public schools.

However, as governor, Malloy would like to pretend that Connecticut’s children can achieve academic success while he deprives them and their schools of the basic educational resources necessary to provide constitutionally required educational opportunity. Indeed, the governor’s faulty approach was the linchpin of his most recent failed attempt to get rid of the CCJEF case.

In his motion to dismiss the CCJEF case, Malloy claimed there was no need to continue with this case because his 2012 education reforms cured all the constitutional deficiencies in Connecticut’s educational system. The judge disabused the governor of the fantasy that his reforms have actually improved Connecticut’s schools. He ruled that Malloy and the state presented no evidence to prove that his 2012 reforms were enacted to correct the constitutional inadequacies of Connecticut’s educational system or state school funding.

Malloy’s 2012 education legislation was not designed to provide Connecticut’s children with equal educational opportunity. As he admitted in his AEI speech, educational opportunity is no longer the governor’s focus. He would rather push unproven “reforms” that bear no relationship to what our highest court and our constitution recognize that our children need.

Another incredible claim made by Malloy at the AEI appearance was that his 2012 education legislation, for the first time in Connecticut history, directed copious amounts of money to Connecticut’s neediest districts.

A few hard numbers may help bring Malloy back to this planet. According to CCJEF’s expert’s analysis, updated to 2012 dollars, East Hartford’s school district is owed $6,131 per child in state funding. Malloy’s 2012 legislation gave them an increase of $214 per pupil. Bridgeport’s school district is owed $7,505 per child, but only received an increase of $209 per pupil in the 2012 legislation. The state owes New Britain’s children $10,185 per student. The 2012 legislation provided them with a whopping $245 per pupil increase. The list goes on and on. Moreover, as a condition for each tiny increase in ECS funding, these districts were saddled with costly mandates.

By contrast, charter schools, which educate 1 percent of Connecticut’s public school children and 90 percent of which serve a less needy population than their host districts, received an increase of $2,600 per pupil over three years in the 2012 legislation. Diverting state funding to 1 percent of public school children, who are often not the neediest, is likely to increase educational resource inequity in the state, especially when our neediest schools are getting so little.

The governor’s empty political posturing about the success of his education reforms may work at think tanks in Washington. However, here in the Constitution state, facts matter, and Judge Dubay made clear that, so far, Malloy has failed to provide any. The judge ordered that the CCJEF case proceed to trial where, one way or another, Malloy will have to put his money where his mouth is.

You can read Wendy Lecker’s column here: Lecker: Malloy can tell it to the judge

School Choice or Extortion (By Wendy Lecker)


Public education advocate and fellow commentator Wendy Lecker has an outstanding piece in this weekend’s Stamford Advocate and other Hearst Media outlets about Hartford’s recent “school choice” debacle.

You can find Wendy’s piece at:  Below is a somewhat longer version.

Both do an excellent job laying out the issues surrounding Achievement First, Inc., Capital Prep and Hartford’s Clark and SAND elementary schools.

The entire story is a great case study in how the corporate education reform industry is trying to destroying our public education system and how parents, teachers and communities can fight back.

School Choice or Extortion (By Wendy Lecker)

Driven by their Madison Avenue advertising mentality, the corporate education “reform” industry’s narrative seeks to convince our nation’s citizens that our public education system is failing,” parents need market-based “ school choice” so their children can escape dismal neighborhood schools.

A primary solution, according to these education reformers is to remove public schools out of the control of local community school boards and hand them over to boards made up of corporate leaders or even hand them over to private management companies.

As a result of this business first mentality, rather than properly fund neighborhood schools, officials in Chicago, Philadelphia, New Orleans, New York and even right here in Connecticut push a political agenda in which underfunded community schools are closed and replaced with privately-run “schools of choice.” In nearly every case, our most vulnerable children are the first to be excluded from these “new” schools, while the remaining students are faced with barely-trained, inexperienced and often temporary teachers.

One of the most interesting developments has been the fact that voters simply don’t buy the corporate education industry’s version of the world.

In a recent 2013 Phi Delta Kappan/Gallup national poll on public education, the largest majority of parents ever recorded gave their community schools a grade of A or B.

The fact is most parents do not think their schools are failing their children. The poll revealed that the majority of parents trust teachers. The most serious problem facing public schools, according to parents polled, contrary to claims by reformers, is the fundamental lack of adequate funding, with school overcrowding being the second most serious concern cited by parents.

Rather than close and replace their schools or fire their children’s teachers, the vast majority of parents in the United States want their schools funded sufficiently so they have the capacity to provide all children with the resources, services and support they need to succeed.

A powerful example of the clash between reformer rhetoric and parent reality can be found in Connecticut’s Capital City.

In recent weeks, parents from two community schools have risen up to successfully oppose proposals by Christina Kishimoto, Hartford’s outgoing “reform” superintendent, and Governor Malloy’s Commissioner of Education, Stefan Pryor to hand over their neighborhood schools over to private companies. Neither school community was consulted before the plans were developed.

The reformers initial proposal was to hand Hartford’s Clark Elementary school over to Achievement First, Inc. the charter school management company co-founded by Commissioner Stefan Pryor.

Almost 18% of Clark’s students have disabilities, and 15.2% are English Language Learners. Clark’s school governance council has begged the district, in vain, for additional resources, including teachers, a psychologist, a guidance counselor and basic school repairs such as a functional heating and cooling system.

Only 6.7% of Achievement First’s students have special needs, 6.7% are English Language Learners. Moreover, Achievement First has the highest rate of suspensions in the state for children under 6 years old, and has been investigated and cited for federal violations in mistreating students with disabilities.

Upon hearing of the proposed Achievement First takeover, Clark’s parents fought back.   They openly feared that their special needs children would “not have a place” at an Achievement First school.  One parent said “Our teachers work very hard and they love our kids.” Another remarked that when children do not listen, Achievement First suspends them. “Our teachers find a way to keep them in school, find out what is behind their [behavior].”  Noting the school was praised by the district in 2013 for its academic progress, a parent declared, “We didn’t ask for our school to be redesigned but only for supports to keep making improvements.”

In the face of the strong opposition from parents, the mayoral-controlled majority of the school board backed down.

The same scene recurred about a week later.  This time the Hartford BOE was presented with a plan to hand the SAND elementary school over to Steve Perry’s new private management company. Perry currently heads Hartford’s Capital Prep Magnet School.  Kishimoto and Pryor tried to shift both SAND and Capital Prep to Perry’s company.

At Capital Prep, 6.3% of the students have disabilities, 3.4% of the students are English Language Learners, and 51.4% are eligible for free or reduced-price lunch.  Mr. Perry bills Capital Prep as a “no excuses” school. The school has a high attrition rate for teachers and students; and allegations of bullying abound.

Mr. Perry has been absent for almost 20% of the year so far, traveling and giving speeches. In one speech, he claimed that public schools are “over-feminized.”

In SAND school, 14.9% of the children have disabilities, 21.4% are English Language Learners, and over 95% of the children are eligible for free-or-reduced-priced lunch.

Parents came out to contest the “hostile takeover” of their school. One student claimed that “Capital Prep does not understand the [SAND] students” and feared that Capital Prep would “kick [neighborhood kids] out.” Another remarked that “We know these teachers and they know us.” He continued,” If you want kids at SAND to learn better, give kids the same support you do at fancy schools like Capital Prep. If I had fifteen kids in my classroom and two teachers, I would learn better too.”

The school board backed down again.

But this retreat may only be temporary. The school board subsequently met in private, in executive session, and emerged with another “turnaround plan.” Digging up an obscure law, the board suggested finding a school to become a “lighthouse” school.  A lighthouse school is an existing school that is “redesigned” to have a specialized curriculum and be open to intradistrict and interdistrict choice.  Such a school would be eligible for additional funding if it is subjected to this “redesign.”

According to approach being taken by the corporate education reformers, the only way parents will get more resources for their inadequately funded schools to acquiesce to a redesign- a redesign that will necessarily disrupt their school community – fire teachers, exclude children.

But of course, that is not really school choice- in the real world it’s called extortion.

It remains to be seen whether Hartford officials will listen to parents- those who know best what their children need. If they don’t, as one parent reminded Hartford officials- “We voted you in. We can vote you out.”

You can read the piece in the Stamford Advocate here:



State-sanctioned child abuse (by Wendy Lecker)


Fellow pro-public education advocate and commentator lays out the harsh truth about the absurdity of the massive standardized testing industry that is being forced up on America’s children, teachers and parents.

Here is another must read column from Wendy Lecker:

“It is easier to build strong children than to repair broken men.”

Government and business leaders profess that today’s education policies will provide students with “21st-century skills.” If only these leaders had the 19th-century wisdom of Frederick Douglass, they would see that the education “reform” they are imposing has created a school environment that is devastating to our children’s development and mental health.

Our most vulnerable children often suffer “toxic stress:” prolonged activation of the body’s stress response system brought on by chronic traumatic experiences. Toxic stress disrupts the development of the areas of the brain associated with learning and can have lifelong consequences.

The effects of toxic stress must be mitigated, according to the American Association of Pediatrics. To do so, adults must reduce children’s exposure to continuously stressful situations.

It is imperative, therefore, that we make school a supportive environment free of the extreme stress that can harm healthy development. Some stress is productive and promotes growth. However, especially for children living in poverty, creating an unnecessarily stressful environment has long-term damaging effects.

Unfortunately, many public schools are generating, rather than reducing, anxiety. The explosion of almost continuous high-stakes standardized testing is a major factor.

This year, Pittsburgh students will take 270 tests; 33 just for fourth graders. Bridgeport’s testing schedule calls for six weeks of standardized district tests, a week of CMT science tests; then the final 12 weeks of school are set aside for the new Common Core standardized tests.

For children under 8, standardized testing is unreliable. Moreover, requiring young children to meet specific reading and mathematics goals ignores the fact that there is an acceptable range of ages for developing these skills. Child-development experts have decried the age-inappropriateness of the Common Core. In 2010, more than 500 people signed a statement stating that the “standards conflict with compelling new research in cognitive science, neuroscience, child development, and early childhood education about how young children learn, what they need to learn, and how best to teach them in kindergarten and the early grades.”

Dr. Samuel Meisels, director of the University of Nebraska’s Buffett Early Childhood Institute, agrees that a school culture focused on high-stakes tests is exactly the type of environment that we should avoid for children who experience toxic stress. Dr. Marcy Guddemi, head of the Gesell Institute of Child Development maintains that for children under 8, current policies combining an age-inappropriate curriculum with standardized testing are nothing short of child abuse.

For older children, the overuse of high-stakes testing is just as useless and damaging. Children who pass state standardized tests one year are overwhelmingly likely to pass them the next. Thus, yearly testing is unnecessary to gauge a child’s progress. Moreover, according to the venerable National Research Council, high-stakes standardized tests themselves are of little educational value.

High-stakes tests impair a student’s brain function and mental health. Cornell University researchers found that the stress associated with high-stakes standardized tests disrupts the function of the brain’s prefrontal cortex, affecting memory and attention skills.

Psychologists recognize that a focus on intrinsic rewards results in reduced anxiety and better life outcomes. However, as Boston College psychology professor Peter Gray has observed, “our system of constant testing and evaluation in school — which becomes increasingly intense with every passing year– … very clearly substitutes extrinsic rewards and goals for intrinsic ones. (It) is almost designed to produce anxiety and depression.” Indeed, the National Institute of Health finds that childhood anxiety is on the rise and is now the most prevalent psychological disorder in children and adolescents.

Mental health professionals report an alarming rise in anxiety-related symptoms, including self-mutilation, coinciding with New York’s Common Core implementation.

While the brunt of the psychic damage of high-stakes testing falls on children, the true targets of these so-called “student-centered” policies are adults. High-stakes tests are the means to fire teachers and close schools. Children are merely tools to achieve political goals unrelated to their education or development. Worse still, our children are being exploited for profit. The U.S. Department of Education hyped the Common Core as creating a “national market” for “educational entrepreneurs.”

And now, even our children’s anxiety is for sale. A Connecticut district recently received emails selling “Your Child And Standardized Tests — Grades 3-5; A Parent’s Handbook;” promising to help parents reduce a young child’s test anxiety. What kind of society are we, that rather than remove the known source of harm to children, we instead allow it to become a marketing ploy?

You can read this commentary piece and other articles written by Wendy Lecker at:

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