Teachers meet in Austin June 7, to plead for Texas children and education

June 6, 2011

Yeah, this video was first created for the April 2 teacher demonstrations in Austin; but the Texas Lege got filibustered at the last minute.  Now the Lege is in special, emergency session.

They still plan to begin the dismantling of Texas public education.  After the Brown vs. Board of Education decision, Texas did not follow the errors of Mississippi, Arkansas and Virginia, shutting down some or all of the state’s schools rather than education students of color.  As a result, Texas students leapt ahead of their counterparts in those states.

But today, in 2011, the Texas Lege plans two years of budget cuts that will kill Texas education reform efforts and backtrack on 20 years of progress.

Teacher groups ask Texas teachers to go to Austin June 7 to protest budget cuts.

It may be like Canute speaking to the sea, the Texas Lege is that stone deaf (water deaf?) — but if Texas teachers don’t stand up for education and Texas kids, who is left to do it?  Niemöller is dead.  Who is left?


Trouble in Texas: Big city school supers bail out

May 24, 2011

Texas schools continue to suffer under the oppression of the Republican state legislature (“the Lege”) and Gov.  Rick Perry’s assault on education funding at all levels.

Last Thursday, May 19, some of the seams that hold Texas education together unraveled enough that problems spilled out for the public to see and wonder.  In Dallas, school Superintendent Michael Hinojosa announced he plans to take the job open in the Cobb County, Georgia, school district.  Hinojosa signed a three-year, more-money contract extension with Dallas Independent School District (ISD) earlier this year when he was passed over for the top job in Las Vegas, Nevada schools.

His announcement that he was leaving caught school board members flat footed, and not necessarily happy.

Fort Worth ISD Superintendent Melody Johnson announced her resignation at about the same time.  She said she was resigning for personal reasons — her mother is ill — but it is also true that she has not had a good relationship with the board of the district, and things have been very contentious over the past several months.

Hinojosa made a statement to teachers and others working in Dallas ISD:

Two weeks ago, I was contacted by the Cobb County School District in Georgia about the position of superintendent. This past Sunday, I met with their board and tonight I was named a sole finalist for the position. This process has moved very quickly, to say the least.

It is an honor to be considered and is yet another indicator that the achievements experienced in the Dallas Independent School District are being noticed by other school districts throughout the country. I did not seek the position in Cobb County, nor have I been looking to leave Dallas.

I am enormously proud of the accomplishments that have been achieved with our Board of Trustees during the past six years. The number of Dallas students passing statewide exams at both passing and college-ready levels has increased every year. The number of students graduating from our schools has increased during the last three years. The number of students taking and passing AP exams is going up every year. The number of schools considered exemplary by the state of Texas has increased each year.

This did not happen because of any one individual. It happened because of a shared commitment from the staff of the entire Dallas Independent School District. To be part of the progress that has been made has been something very special.

I am not certain how things will play out in Georgia during the next few weeks. Please know that, regardless of what happens, your work on behalf of the students of Dallas ISD continues to be deeply appreciated.

Thank you.

One might hope he’s up to date on the creationism-evolution controversy for the sake of his new job; evolution is not controversial in Dallas ISD. It’s been a tough year for most Texas school superintendents.

When schools are supposed to be planning for fall, most districts in Texas still don’t know how deep will be the cuts in funding from the state legislature.  Consequently, schools do not know how many faculty they will have to lay off, and that makes planning for the coming year all but completely impossible.  We should expect more than a few of them to be weary of these fights, and wearing out.

Mick Jagger sang about the Texas Lege:

Raise your glass to the hard working people
Let’s drink to the uncounted heads

Let’s think of the wavering millions

Who need leaders but get gamblers instead


Blaming the teachers can’t overcome problems of poverty in educational achievement

May 24, 2011

We got the scores from the state yesterday, for the Texas Assessment of Knowledge and Skills (TAKS).  Most of my students are juniors, so this is a big deal.  If they pass these tests, in mathematics, science, English language arts and social studies.

Preliminary results gave me a 100% pass rate with 41% commended, out of  134 students whose scores counted (don’t ask about those formulae).  Considering that our students’ poverty rate, as measured by school lunches, is well north of 85%, that’s good.

It doesn’t mean all these kids are ready for the Ivy League, though.

I know the preliminary results err somewhere.  I can find two students in special education categories who did not muster the scores I had hoped, and to me, it looks like they may need to retake.  Two failures wouldn’t be bad, either.  I’ll let the state and our administrators fight that out.

So, I’ve done an okay job of teaching our kids bubble guessing.   That’ what the TAKS test does, focus teaching on bubble guessing.  Are we getting these kids ready for life and college?  I have more doubts.  The TAKS curriculum is limited, and shallow.  Dallas District has two other tests, but again the curriculum tested is limited and shallow.

Each year I discover most students don’t remember what they studied of Paul Revere, and almost none know the famous Longfellow poem about him.  They don’t know about Joyce Kilmer, either his poem or the sacrifice of his life.

Reading political cartoons proves difficult for many students, because they don’t understand the symbolism, sometimes of easy stuff like, “who does the Statue of  Liberty represent?” or “why is that guy dressed in a star-spangled coat, striped pants and striped top hat?”

They don’t know about Route 66.  They don’t know the National Parks.  They don’t know Broadway, nor Stephen Foster.  They are convinced Utah has some big river that led the Mormons to settle there, “on or near a waterway,” instead of the real reasons the Mormons settled there, for religious freedom in a desert.

Despite their remarkable test achievements, their teachers are all on the chopping block this year.  The Texas Lege still quibbles over whether to lay off 10,000 or 100,000 teachers over the summer.  We leave the academic year knowing only that the legislature as a collective hates teachers and teaching and schools, and they probably don’t like the students much, either, but they can’t say that because they want the students’ parents’ votes.

Jonathan at JD 2718 sent me a note a couple of weeks ago alerting me to a story in the online Texas Tribune, by Reeve Hamilton.  Hamilton interviewed Dr. Michael Marder, a physicist at the University of Texas at Austin who in his spare times runs UT’s UTeach Program, which encourages the best students in science and math to consider teaching elementary and secondary classes.  Marder has a strong case to make that it’s not the teacher’s fault when students in some schools do not measure up to the standards promulgated by the state tests, inadequate and inappropriate as those standards are.

(Personal note:  Reeve Hamilton is a very good reporter who often does great work on otherwise mundane issues; he’s also the son of a woman I met in graduate school at the University of Arizona, the first woman who ever gave me a highly contingent proposal of marriage, which as you see we did not carry out — probably much to the benefit of all of us, with Reeve doing such great work, and all our kids being basically sane and sound.  I smiled when Jonathan said such good things about Reeve’s work, and the subject of the story.  Nice to hear unasked-for compliments about people you know and like.)

Marder knows numbers.  Marder got the statistics on schools and their preparation of students for college, as well as we can get those numbers without an expensive and expansive study.

Michael Marder’s numbers show that it’s not the teachers’ fault that so many students are not ready for college, and not learning the stuff we think they should know.

Texas Tribune said:

In the popular 2010 documentary Waiting for Superman, former DC schools chancellor Michelle Rhee said, “But even in the toughest of neighborhoods and circumstances, children excel when the right adults are doing the right things for them.”

After looking at the data, Marder has yet to be convinced that any teaching solution has been found that can overcome the detrimental effects of poverty on a large scale — and that we may be looking for solutions in the wrong place.

Hamilton’s interview of Marder takes up three YouTube segments — you should watch all three.

Marder indicts those who blame teachers first, with the data.  By implication, he also indicts the state legislatures who appear bent on continuing the daily flogging of teachers until teacher morale improves.

In Part I of the interview with Hamilton, Marder shows the statistics that demonstrate poverty of the student is a greater influence on student achievement than the teacher:


Common Core of Errors and Nostalgia: Where is the future of education?

May 18, 2011

How do you plan for the future?

Oh, yeah, I know the old story about the ants and the grasshopper.  But it’s really a story about traditional agriculture and the need to look no more than a year ahead, as usually told.  In the classic Aesop version, the moral is about the need to prepare for “days of necessity.”    The story doesn’t say anything about how the ants planned for the advent of DDT, Dieldren or Heptachlor, nor for an invasion of immigrants from Argentina, nor for the paving of the forested field they lived in.

And that’s probably the point.  How do we plan for what we don’t know will happen, for what we cannot even imagine will happen?

In retrospect, much “planning” looks silly.  Bob Townsend, the former head of Avis and American Express, wrote a book years ago that I wish more educators would read today, Up the Organization.  In one of its brief chapters he talks about having been appointed poobah (vice president? managing director?) of “future planning” at one of those corporations, and how proud he was to have the title.  A few days after he got the job his bubble was burst in a most unusual way.  He got home for dinner, and his wife asked him, “What did you plan today?”

(I don’t do the story justice.  Go get a copy and read the story.)

Nancy Flanagan at Teacher in a Strange Land demonstrates the folly that Townsend’s wife brought to light, the folly in thinking we’ve got a good grip on what the future holds, and especially on what skills and education and training will be required to get there:  “Common Core Standards:  A though experiment.”

Soon after the report of the President’s Commission on Excellence in Education came out, and for some years after, there was much worry about just what was the “common core” of knowledge that a modern kid would need, both to be a successful student and prepare for a life of beneficial work, family raising, voting and tax paying.  Tradition and federal law had kept (and still keep) the federal government from writing a national curriculum, leaving that task to the states and local school boards — the 50 states, plus the District of Columbia, plus territories of the Virgin Islands, Guam and Puerto Rico, and the more than 15,000 local school boards.  There is no national curriculum in the U.S., nor is there agreement from state to state or district to district on just what should be taught.  State standards exist, but they were supposed to be the floor above which students could soar, instead of what they have become, the too-low target at which students really aim in their drive to be good bubble-guessers.

Flanagan has a sharp and entertaining fantasy about what would have happened, if:

So now the Common Core Everything movement is worried about whether schools’ technological capacity is up to the task of constant, computer-driven assessment–and Bill Gates and Pearson are developing the aligned on-line curriculum that you always knew was just around the corner. Soon–all the pieces will be in place, and we’ll be on our way to that One Unified System that we’ve been pursuing for decades. At last. Too bad it’s taken so long…

Just imagine what could be in place if Ronald Reagan had leveraged the political will engendered by the “Nation at Risk” report to get Congress to agree to a set of common standards and tests.

Is it a glorious future?  Well, consider the standards for students to learn about business and communications:

The business career rooms are outfitted with zippy Selectric typewriters and dictation machines–Williams sees girls transcribing the tapes. He is especially pleased with the broadcast studio, where students can read the morning announcements over the public address system, meeting the standard for broadcast media. A group of students is taking French IV via distance learning there, watching a TV lecture, then mailing off their homework and quizzes. Elmwood could only afford one language lab, so Mr. Williams has phased out Latin and Spanish, deciding to offer only French in a four-year block. Rationale: the French Club can travel to France–but his rural students were not likely to meet Spanish-speaking people in the future!

Flanagan’s view is entertaining, and enlightening, even in that short glimpse.  Go read the rest of her fantasy.  If you agree — and you will find it hard not to — can you think of ways to prevent the obvious problems?  Can you think of how we could have dealt with those problems, in 1983 and 1989?  Are we avoiding those problems with our curriculum standards today?

Did any state plan to educate kids on the ethics of real estate deals, so they’d be ready to avoid the real estate bubble, or its bursting?  It’s still true that we are “ready to fight the last war.”

I responded:

Generally I argue, against those who claim any beneficial change in schools is “socialism” and should be fought, that we compete against nations who do better than we do, at least as measured by the international comparison tests — and every nation ranked above the U.S. has a national curriculum. So, I argue, there doesn’t appear to be harm in a national curriculum, per se.

But as you demonstrate, there could indeed be harm in a national curriculum set in stone that is wrong — or even the wrong curriculum set in Jello.

When I did quality work and consulting with big corporations, way back in 19XX, I often used the story about the difference between Nissan and GM on robotics. Nissan was seen as the wave of the future with fancy auto plants with lots of big robots doing high quality work in assembling autos. GM, on the other had, was struggling. GM sank $5 billion or so into a robotized plant in Hamtramck, Michigan — and had to close it down. Couldn’t make it work.

What was the difference?

Nissan used to make fenders by having metalworkers pound them out by hand. Nissan took a few of those workmen, and asked them to search for machines that would make their work easier. Those guys found some stamp presses, got expert on them, and Nissan was off to the races on automation. At each step, the people who actually did the work were brought in to make the next improvements. I saw one interview of a guy running several massive robots, and the interviewer asked what sort of education he’d gotten to get to that point. He said he’d started out pounding fenders with a hammer and anvil, years earlier.

GM saw those robots in that plant, and bought a whole plantful of them. When the robots were installed in Michigan, they began the search for people to run the machines, unfortunately having to let go a lot of the people who ran the old stamping machines, because they lacked the “necessary background.”

What is the equivalent front line worker in education today? What is the “necessary background?” Impose that on your story, you could get some good results.

By the way, I was handicapped greatly by my high school education. We didn’t have enough advanced math students to get a calculus class going. So I couldn’t get calculus. But, the district said, they had purchased a brand new machine to get going in “computer math.” It was a card compiler. Students could learn to punch IBM computer cards, and that would give them a leg up in the computer world . . .

35 years later, my kids needed help with their calculus homework. They took some of my old debate cards, on old [computer] punch cards, to school for show and tell. Antiques. ( I didn’t have any programs to send — I couldn’t fit the computer math into the schedule opposite “student council;” my counselor advised me to drop out of student council for computer math, a decision I probably would have regretted in my years in Washington.)

I spoke with one of my high school English teachers last year — she’s the doyen of the computer lab today, an after-retirement job.  Turns out the computer lab really needed someone who could teach kids to write, someone who knows grammar and a bit about reading and judging sources for research papers.

What did you “plan” today?


Case study: How state legislatures and school administrators damage schools, the students they serve, and America

May 17, 2011

The bruises from my broken nose are fading — two black eyes eventually resulted — but the smarting remains.  Especially I’m smarting because we have been unable to move either of the students to places where they can be helped, and get educated.

But I don’t think that colors my view that this example, from JD 2718, demonstrates how much damage unthinking legislatures and administrators can do to a school, to students who attend the school, and our entire education system, quickly, and probably without recourse.  Nor is there much hope for recovery:

Superintendent threatens principal for offering teacher tenure

A good teacher, one we need to have in the classroom, was offered tenure as promised.

President Reagan’s Commission on Excellence in Education wrote about a “rising tide of mediocrity” in education.  They said that our students’ achievement levels were in trouble, and that it was our own fault.  Had a foreign nation done that damage to U.S. education, they wrote, we might consider it an act of war.

And so it is that the war continues on American education, a war conducted by home grown . . . administrators, and state legislators.

We have met the enemy, Pogo said, and he is us.


Encore post: Quote of the moment: Education’s rising tide of mediocrity

April 28, 2011

National Commission on Excellence in Education meeting with President Reagan

With Ben Franklin’s bust looking on, National Commission on Excellence in Education met with President Ronald Reagan, in the White House (image from Lawrence-Berkeley Laboratories and Glenn Seaborg)

[2015 update: Here’s something to ponder about wonders of technology in education: If the internet is so good, what happened to the history of the Excellence in Education Commission, and this now-missing photo, above?]

White House, Washington, DC, 1983—Photo courtesy of The White House; Center for Studies in Higher Education, University of California - Berkeley

Secretary of Education Terrel Bell, President Ronald Reagan, David Gardner, White House, Washington, DC, 1983—Photo courtesy of The White House; Center for Studies in Higher Education, University of California – Berkeley (Click photo to link to a list of resources on the commission) (Photo added January 16, 2015)

“Our nation is at risk. The educational foundations of our society are presently being eroded by a rising tide of mediocrity. If an unfriendly foreign power had attempted to impose on America the mediocre educational performance that exists today, we might well have viewed it as an act of war. We have, in effect, been committing an act of unthinking, unilateral educational disarmament. History is not kind to idlers.”

Those warnings, grim and intentionally provocative, were issued last week by the 18-member National Commission on Excellence in Education in a 36-page report called A Nation at Risk: The Imperative for Educational Reform. Headed by University of Utah President David P. Gardner, the NCEE was set up 20 months ago by Secretary of Education Terrel Bell to examine U.S. educational quality.

– Ellie McGrath, “To Stem ‘A Tide of Mediocrity,'” Time, May 9, 1983.

This is an encore post from 2007 — we probably need to repeat this more often.  Milton Goldberg, the executive director of the National Commission on Excellence in Education, and Commission Chairman David P. Gardner probably wrote that paragraph.  It should be engraved over the doors of the administration buildings of every school district in America, I think.

Alas, it’s still true.  It’s more true now, with the full-bore War on Education waged by people like Texas Gov. Rick Perry, aided, sometimes intentionally but sometimes not, by Education Secretary Arne Duncan, and people like Michelle Rhee.

More: 


A Seussian fable, about how tests ruin school reform

April 7, 2011

Look, you really need to go to TeacherSabrina’s blog, Failing Schools, where she first posted this, and take a look at many of her posts.

But I can’t resist putting the video here, because I know a few old-timers would be confused by the link, and some people will think they don’t have the time to make two clicks instead of one.

So, here, in its Seussian glory and demand for Flash Animation, is TeacherSabrina’s story of D.C.’s late Queen of the Schools, Michelle Rhee, and her desire to get D.C.’s kids to score well on an increasing battery of tests  [Got a good joke about assault and battery we can insert here?]:  “Rhee the Reformer:  A Cautionary Tale.”

Tip of the old scrub brush to Accountable Talk.


Texas House votes to maim education, cripple health care, send the aged off to ice floes

April 4, 2011

Where anyone can find an ice floe in Texas is a powerful question, but the search will be on to find some soon, if the budget approved by the Texas House of Representatives cannot be fixed.

Texas House Democrats sent out a notice shortly after the vote, explaining some of the cuts:

An hour ago, Texas House Republicans forced through some of the most destructive budget cuts in Texas history.  On a party line vote, 101 House Republicans trampled on the priorities of regular, middle-class Texas families. [1]

Tonight, Republicans voted to:

  • Eliminate 335,000 Texas jobs in both the public and private sectors, threatening our fragile economic recovery [2]
  • Lay off up to 100,000 teachers and school support workers, crowding dozens of kids into unruly classrooms [3]
  • Kick 100,000 kids out of full day Pre-Kindergarten [4]
  • Close half of the state’s nursing homes, leaving thousands of seniors with no place to go [5]
  • Create a ripple effect that will force local governments like cities, counties and local school districts to raise taxes [6]
  • Cut off access to financial aid for thousands of graduating high school seniors [7], while forcing up college tuition through cuts. [8]

They didn’t have to cut this deeply into the priorities set by most Texas families.  They chose to make the deepest cuts public education since the creation of our school finance system in 1949. [9]

For months, Republicans have been yelling “Cuts! Cuts!” and they have ignored the thousands of office visits, letters, emails and phone calls of average Texans protesting these hurtful cuts.

Democrats offered plenty of creative solutions that would keep schools open, spare nursing homes from closing, and keep our promise to graduating seniors who have worked hard for a chance to earn a college education. Republicans shot them down one by one in favor of deeper cuts.
Anybody can swing an axe and slash budgets across the board.  Texas needs people who can lead, set priorities, and protect those priorities.

Remember, Republicans chose to make these cuts. Help us hold them accountable for costing jobs, hurting families, and for choosing to sacrifice the future of too many Texas kids.

Sincerely,

Cliff Walker
Texas HDCC

  1. http://www.capitol.state.tx.us/BillLookup/History.aspx?LegSess=82R&Bill=HB1
  2. http://www.beaumontenterprise.com/news/article/Budget-cuts-could-slash-hundreds-of-thousands-of-1291051.php
  3. http://www.kvue.com/home/117522288.html
  4. http://www.newschannel10.com/Global/story.asp?S=14368977
  5. http://www.reporternews.com/news/2011/mar/09/democrats-cuts-will-hit-homes/?print=1
  6. http://www.star-telegram.com/2011/03/08/2906285/unfunded-mandates-from-the-texas.html
  7. http://blog.mysanantonio.com/texas-politics/2011/03/house-budget-writers-ok-bill-that-would-trim-23-billion/
  8. http://www.newswest9.com/Global/story.asp?S=14310923
  9. http://www.businessweek.com/ap/financialnews/D9MBC0PG1.htm

Fewer teachers when more are needed, bigger classrooms when smaller classrooms are needed, less health care in the state with the largest uninsured population of any state, the highest proportion of uninsured people.

Cleaver prop from YourProps.com

Texas Republicans chose the meat cleaver over the scalpel to try to balance Gov. Rick Perry's $27 billion deficit. Many cuts appear targeted to do the most damage possible to education and other "liberal" state functions. Cleaver prop from YourProps.com

Prisons, highways, state parks, and other programs suffered serious cuts, too.

Had a foreign power done this to Texas, it would be considered an act of war.  How will Texas citizens respond?

More:


Now is the time for all good citizens to phone legislators for the sake of their country . . .

March 31, 2011

Ready to start dialing?  It’s time to dial to save your country.

MoveOn.org asks Texans to phone their U.S. senators for help:

Dear Ed,

Heads up: Congress is debating a budget plan that would be devastating to Texas. Will you pass this along?

Senators Kay Hutchison and John Cornyn need to hear from all of us about it right now, before they cut a deal in the next few days.

Please spread the word about all of these proposed cuts to Texas:

  • $98 million would be cut from federal funds for clean and safe water in Texas.1
  • 12,000 Texas children would be immediately cut from Head Start, which provides comprehensive early childhood development services for at-risk children ages zero to five.2
  • $391 million would be cut from Pell Grants, affecting all 664,000 higher education students with those grants in Texas.3
  • Job training and employment services would be effectively eliminated for 5,800 dislocated workers, 99,000 low-income adults, and 16,000 youths age 14 to 21.4
  • $10 million would be cut from law enforcement assistance, taking cops off the beat.5

It’s especially galling when the same budget protects tax breaks for corporations like GE and the very rich.

Just last night the news broke that Congress may be close to striking a deal on the budget. Now is the only time we can influence the outcome.

Can you call Sens. Hutchison and Cornyn and ask them to oppose these cuts in the budget? You can pick one of the cuts in this list to highlight in your call.

Senator Kay Hutchison
Phone: 202-224-5922

Senator John Cornyn
Phone: 202-224-2934

Click to report your call. Then pass this email along locally!

http://pol.moveon.org/call?tg=FSTX_1.FSTX_2&cp_id=1547&id=26722-5763840-yqXs_sx&t=2

The cuts that the Republicans are proposing would disproportionately hit those who can least afford it in Texas, and it’s up to us to stop them.

Thanks for all you do.

-Daniel, Amy, Milan, Tate, and the rest of the team

Sources:

1. “House Bill Means Fewer Children in Head Start, Less Help for Students to Attend College, Less Job Training, and Less Funding for Clean Water,” Center on Budget and Policy Priorities, March, 1, 2010
http://www.cbpp.org/cms/index.cfm?fa=view&id=3405

2. “Projected Reduction in Children Served in Head Start Based on H.R. 1—Fiscal Year 2011 Continuing Resolution,” Center for Law and Social Policy
http://www.moveon.org/r?r=207278&id=26722-5763840-yqXs_sx&t=3

3. “House Bill Means Fewer Children in Head Start, Less Help for Students to Attend College, Less Job Training, and Less Funding for Clean Water,” Center on Budget and Policy Priorities, March, 1, 2010
http://www.cbpp.org/cms/index.cfm?fa=view&id=3405

4. Ibid

5. Ibid

Want to support our work? We’re entirely funded by our 5 million members—no corporate contributions, no big checks from CEOs. And our tiny staff ensures that small contributions go a long way. Chip in here.

Meanwhile, the Texas House of Representatives scheduled the start of debate on H. 1 for Friday, April 1 — the budget resolution that would gut Texas schools and higher education, and set Texas on a course of decline that will make California’s troubles look serene by comparison.

NEA’s Texas affiliate, the Texas State Teachers’ Association, asks teachers to call their Texas representatives to weigh in against the drastic budget cuts (and you can call, too):

March 30, 2011

House Bill 1 is an assault on the public schools!

This Friday, April 1, the Texas House of Representatives is scheduled to begin debate on House Bill 1, its version of the state budget for 2012-2013. If this bill were to become law in its present form, it would cut almost $8 billion from public education and, with it, tens of thousands of school district jobs.

Unfortunately, this is no April Fool’s joke.

It is, instead, the proposal of a state leadership that would rather plug a huge hole in the state budget by firing teachers, packing kids into overcrowded classrooms and closing neighborhood schools than by adequately investing in our state’s future.

NOW is the time to call your legislator and let him or her know what these budget cuts will mean in your classroom, your school and your community. We must stop House Bill 1, and your call is critical!

To contact your state representative, call 800-260-5444, and we will connect you [That’s the number for TSTA members, but try it — I’ll bet they’ll accept your help!]. You can call any time, day or night, but you need to call before Friday. Leaving a voice message with your representative’s office is just as good as talking to a staff member.

It is important to include the following points in your conversation or message:

  • Your name, that you are a TSTA member and that you live and vote in their district.
  • An overwhelming number of people in your community – parents, teachers and other taxpayers – oppose cuts that would harm public schools.
  • Your own story, how laying off educators, cramming children into crowded classrooms and closing neighborhood schools would have a harmful impact on your students and community.
  • Ask your representative to find the revenue necessary to avoid harmful budget cuts, restore full education funding and end this assault on our public schools.

This will take only a few minutes of your time, and it will be time well spent. Your representative needs to hear from you before Friday!

Pick up your telephone and strike a blow for freedom, democracy, education and sanity in government.


EDUSolidarity Day, Part 2: Stanley Fish, formerly opposed to teacher unions, changed his mind — “We’re all badgers now”

March 22, 2011

WordPress was down for a few hours this afternoon, and I had a longish meeting this evening.  I’m running behind.

While I’m gearing up to get my promised comments up, take a look at Stanley Fish’s post at his New York Times blog:

In over 35 years of friendship and conversation, Walter Michaels and I have disagreed on only two things, and one of them was faculty and graduate student unionization. He has always been for and I had always been against. I say “had” because I recently flipped and what flipped me, pure and simple, was Wisconsin.

When I think about the reasons (too honorific a word) for my previous posture I become embarrassed. They are by and large the reasons rehearsed and apparently approved by Naomi Schaefer Riley in her recent op-ed piece “Why unions hurt higher education” (USA Today). The big reason was the feeling — hardly thought through sufficiently to be called a conviction — that someone with an advanced degree and scholarly publications should not be in the same category as factory workers with lunch boxes and hard hats. As Riley points out, even the American Association of University Professors (AAUP) used to be opposed to unionization because of “the commonly held belief that universities were not corporations and faculty were not employees.”

Good discussion from smart guys.  Go see.


EDUSolidarity Day

March 22, 2011



From the EDUSolidarity site:

Throughout the day of March 22, teachers will be sharing posts entitled “Why Teachers Like Us Support Unions”.  For those of you here to share, thank you for doing so.  To submit your posts, click here.

For those of you not sharing, we hope you will take the time to read from an extremely varied and wide variety of teachers across the country and world.  We ask that you read with open minds.  You will read many different reasons for support, some of them contradictory.  What all stories will share though is a desire to serve students.  We all feel that teachers unions give us the best shot to give our students the best possible education.

The full list of posts can be found here.

If you’re a blogger and you want to join us, please do.  Send the link to your post to the EDUSolidarity site — and let us know about it here, in comments.

Teachers in New York City are wearing red in support of union teachers (so are some in Dallas).

Of course, this is a part-time activity for those of us who teach.  I don’t have my post up yet, and may not until the school day is over.

We’re professional teachers, not professional lobbyists.  We don’t have billionaires paying for our political speech, only our hearts and minds.

Other bloggers’ contributions

  1. Rachel Levy at All Things Education
  2. Sarah Puglisi at A Day in the Life
  3. Leo Casey at EdWize
  4. Sherman Dorn
  5. f(t)
  6. Gregg Lundahl at Edwize
  7. Doug Noon – Borderland – Fairbanks, AK.
  8. Jamie JosephsonDontworryteach – Washington, DC.
  9. Kate Nowakf(t) – Syracuse, NY.
  10. Sabrina Stevens Shupe – Failing Schools – Denver, CO.
  11. Jonathan – jd2718 – Bronx, NY.
  12. Anthony Cody – Living in Dialogue – Oakland, CA.
  13. Stephen Lazar – Outside the Cave – Gotham Schools – Bronx, NY.
  14. Nancy Flanagan – Teacher in a Strange Land – Cedar, MI.
  15. Ken Bernstein aka “teacherken”teacherken at Daily Kos – Arlington, VA. teacherken
  16. Jose Vilson – The Jose Vilson – New York, NY. thejlv
  17. Sophie Germain – A Brand New Line – Santa Clara, CA. sophgermain
  18. Sarah PuglisiA Day In the Life – Oxnard, CA.
  19. Jeff Silva-BrownA Passion for Teaching and Opinions – Ukiah, CA. ukiahcoachbrown
  20. Dan Anderson – A Recursive Process – Saratoga Springs, NY. dandersod
  21. Mr. A. TalkAccountable Talk – New York, NY.
  22. Frank Noschese – Action-Reaction – Cross River, NY. fnoschese
  23. Lisa Butler – Adventures with Technology – Harrisburg, PA. SrtaLisa
  24. Rachel Levy – All Things Education – Ashland, VA. RachelAnneLevy
  25. Jason BuellAlways Formative – San Jose, CA. jybuell
  26. The Reflective EducatorAn Urban Teacher’s Education – New York, NY. urbanteachersed
  27. Apple A Day – Apple A Day Project – Boston, MA. appleadayproj
  28. Amy Valens – August to June: Bringing Life to School – New York, NY. augusttojune
  29. Chana – Blogging at the Edge of Democracy – Durham, NC. democracysedge
  30. Bud Hunt – Bud the Teacher – Fort Collins, CO. budtheteacher
  31. ChazChaz’s School Daze – Queens, NY.
  32. Marc Bousquet – Chronicle of Higher Education – Los Gatos, CA.
  33. David Coffey – Delta Scape – Spring Lake, MI. delta_dc
  34. Leo CaseyDissent Magazine – New York, NY.
  35. Brent NyczDon’t Settle – New York, NY. BNiche
  36. Peter – Ed in the Apple – New York, NY.
  37. Norm ScottEducation Notes – Rockaway Beach, NY.
  38. Deven Black – Education on the Plate – New York City, NY. devenkblack
  39. David Andrade – Educational Technology Guy – Bridgeport, CT. daveandcori
  40. educator4WI – educator4WI – Madison, WI.
  41. Francis S. Midy – EduSolidarity Essays – Bronx, NY.
  42. Suzanne Donahue – EduSolidarity Essays – Rockland County, NY.
  43. Eric BrunsellEdutopia – STEM Blog – Appleton, WI. Brunsell
  44. Esther BerksonEdwize – Bronx, NY.
  45. Jason LeibowitzEdwize – New York, NY.
  46. Jessica JacobsEdwize – Staten Island, NY.
  47. Lissette VelazquezEdwize – New York, NY.
  48. Marc KorashanEdwize – New York, NY.
  49. Roseanne McCoshEdwize – Bronx, NY.
  50. JennyElementary, My Dear, or Far From It – Springfield, VA. jenorr
  51. Marie Levey-Pabst – English Teachin’ Vegan – Boston, MA.
  52. Christal WattsFive Feet of Feisty – Fairfield, CA. christal_watts
  53. Jay Bullockfolkbum’s rambles and rants – Milwaukee, WI. folkbum
  54. Fred Klonsky – Fred Klonsky’s Blog – Chicago, IL. fklonsky
  55. Zeno – Halfway There – Northern CA.
  56. Mimi YangI Hope This Old Train Breaks Down… – El Salvador (formerly NYC). untilnextstop
  57. Cathy B – I.M.O. In My Opinion – Detroit, MI. Cathy_Brackett
  58. David B. Cohen – InterACT – Palo Alto, CA. CohenD
  59. Ruben BrosbeIs Our Children Learning? – New York, NY. blogsbe
  60. Lynne Winderbaumjd2718 (friend’s blog) – Rockland County, NY.
  61. Larry Ferlazzo – Larry Ferlazzo’s Websites of The Day – Sacramento, CA. larryferlazzo
  62. Julia TsyganLearning (by) Teaching – Stockholm, Sweden.
  63. Kathryn Coffey – Literacy Gurl – Spring Lake, MI. literacygurl
  64. Gregg LundahlLundahl – New York, NY.
  65. Brian CohenMaking the Grade – Philadelphia, PA. bncohen
  66. Mark Anderson – MAnderson’s Bubble – New York, NY. mandercorn
  67. Nick Yates – Maryland Math Madness – Baltimore, MD. nyates314
  68. CurmudgeonMath Curmudgeon – VT.
  69. Chris Hill – Math is a Shovel – Seattle, WA. hillby258
  70. Sue VanHattum – Math Mama Writes – Richmond, CA.
  71. Owen Thomas – MathEdZineBlog – Columbus, OH. vlorbik
  72. John Goldenmathhombre – Grand Haven, MI. mathhombre
  73. Miss Adventure – Miss Adventure’s Adventures – GA.
  74. Michael Dunn – Modern School – San Francisco, CA. ModSchool
  75. Bill IveyMy Blog at ISENET.ning.com – Shelburne Falls, MA.
  76. Tricia DiPasqualeMy Life – Somerville, MA. PDiPasquale
  77. Kristen FoussMy Web 2.0 journey – Cincinnati, OH. fouss
  78. Courtney FerrellNo Teacher Left Behind – New York, NY.
  79. Miss EyreNYC Educator – New York, NY.
  80. Christopher SearsOmega Unlimited – Maysville, KY.
  81. Stephen LazarOutside the Cave – Bronx, NY. SLazarOtC
  82. John Mcrann – Outside the Cave (guest post) – Bronx, NY.
  83. Penelope MillarOutside the Cave (Guest post) – VA. PetiteViking
  84. Alexa – Pas Pour Tout Les Yeux (personal blog, mostly private) – Chicago, IL.
  85. Chris Spiliotispassing notes – Enterprise, FL. _thelink
  86. Pat BallewPat’s Blog – USA.
  87. Peggy RobertsonPeg with Peg – Centennial, CO. PegwithPen
  88. Brendan Murphy – Philosophy Without A Home – Waukegan IL. dendari
  89. pissedoffteacherPissedoffteacher – Queens, NY.
  90. Chris LehmannPractical Theory – Philadelphia, PA. chrislehmann
  91. Gamal Sherif – ProgressEd – Philadelphia, PA.
  92. Alice Mercer – Reflections on Teaching – Sacramento, CA. alicemercer
  93. Chuck Olynyk – Remember Fremont – Pomona, CA.
  94. Nancy Cavillones – Se Hace Camino al Andar – Bronx, NY.
  95. Shakespeare’s SisterShakespeare’s Sister – CO. shakes_sister
  96. Sherman Dorn – Sherman Dorn – Tampa, FL. shermandorn
  97. Chris Janotta – SOS Million Teacher Blog Site – Tinley Park IL. SOSMTM
  98. Ira David Socol – SpeEdChange – Holland, MI. irasocol
  99. Maria AngalaTeacher Sol – Washington, DC. TeacherSol
  100. Mary Rice-BootheThe Education Traveler – New York, NY. Edu_Traveler
  101. Jose VilsonThe Jose Vilson – New York, NY. thejlv
  102. Timothy Boyle – The Notebook – Philadelphia, PA.
  103. Samuel ReedThe Philadelphia Public School Notebook – Philadelphia, PA. sriii2000
  104. Kelly Mueller – The Power of Accomplished Teaching – St. Louis, MO. lkelly46
  105. Rich Trash – The Trashman’s Disposable Reader – Queens, NY. RichTrash
  106. David ReberTopeka K-12 Examiner – Lawrence, KS. David_Reber
  107. Tuba BauhoferTuba Bauhofer – Kent. springrose12
  108. Mary Tedrow – Walking to School – Winchester, VA. mtedrow
  109. Katie Svoboda – What’s on Katie’s Mind? – Sturgis, MI.
  110. Paul Wagnerzenbassoon at Daily Kos – Hebron, IN. BssnistPaul

When reform efforts frustrate themselves

March 20, 2011

Sometimes, state and administrative pressure to change school culture is counterproductive, sometimes destructive enough to derail reform efforts.  How?

When the teachers are made scapegoats.

Dana Goldstein, Lady Wonk, followed up on the reform efforts at Central Falls High School in Rhode Island, from last year:

Despite their clear pleasure in working with the students, Kulla and Cherko said teacher morale throughout the building remains low, in part because of last year’s termination crisis and the resulting high-turnover among staff, and in part because student discipline remains a major problem.

“The kids, when they’re here, need to know this is a place of learning,” Kulla said. “Right now they don’t.” Cherko added that the layoff crisis was interpreted by many students as a sign that their teachers were incompentent. “I’m not sure they realize how nationally-driven what happened last year was,” he said. “They say, ‘The teachers got fired because they’re bad at their jobs.'”

The Central Falls administration certainly seems hard at work attempting to improve discipline and attendence; the fact that the numbers remain problematic show just how difficult it is to revitalize a school’s culture. The termination crisis, unfortunately, probably worsenend the problem by sending students and their parents the message that CFHS teachers are not respected professionals.

Goldstein discusses other issues, and it’s worth a read.


War on education, war on teachers: A little historical perspective

March 16, 2011

A post from Nicholas Meier at Deborah Meier’s Blog:

Perennial Headlines on Education

Here are some Headlines from newspapers over the years. Can you guess when they were written?

1. “Attack Mounted on Dropouts/City Sets Standards for Schools”

2. “New York’s Great Reading Score Scandal”

3. “Diagnostic reading tests are being given this week to 150,000 high school students as the first step in a new program—the largest and most systematic ever. …We intend to follow through…to overcome deficiencies.”

4. “The University of California (Berkeley) found that 30 to 40 percent of entering freshmen were not proficient in English.”

5. “Hope for the Blackboard Jungle: … Every year New Yorkers’ performance had been getting a little worse, until by YEAR? only 32 percent of the city’s pupils [were] doing as well or better than the national average.”

6. “Even Boston’s ‘brightest students’ didn’t know ‘whether water expanded or contracted when it freezes.’ And while 70 percent of this elite group knew that the U.S. had imposed an embargo in 1812 only five knew what ’embargo’ meant.”

7. “Tougher Standards in Our High. The average freshman is a year and three months behind national standards in reading.”

8. “City Pupils Remain Behind … Official Asserts the Tests Suggest Difficulty in Early Grades. Last fall 40.1 percent were reported on grade level or above … but in March, 43 percent … were reading at grade level or above”; and “Bleak drop out stats are raising concern.”

9. “Our standard for high school graduation has slipped badly. Fifty years ago a high school diploma meant something. … We have misled our students. … and our nation.”

10, “During the past 40 or 50 years those who are responsible for education have progressively removed from the curriculum … the western culture which produced the modern democratic state.”

The quotes above come from mainstream publications over the past 150 years. The earliest is 1845, the latest . . .

[Answers below the fold]

Read the rest of this entry »


Teachers standing up for teachers, unions, and education: EDUSolidarity

March 15, 2011

Teaching is a lonely profession, oddly enough.  All too often teachers get stuck on an island away from other adults, away from socializing with colleagues even just a few feet away in the next room.  Different from most other professions, teachers in most schools are required to function without basic support for much of what they do, or with minimal support.

Consequently, teachers organizing to support teachers is difficult and too rare.

Unions become vital organizations to fight against unhealthy social isolation, to fight for teachers, to fight for education.

On March 22 union teachers in New York will wear red as an expression of solidarity with and support for teachers under attack in Wisconsin, Tennessee, Texas, Ohio, Indiana, and dozens of other places that we don’t know much about because, after all, brutal legislative attacks on teachers and teaching are so commonplace these days — “dog bites man” stories.

I was asked to join a group of bloggers who will blog on the importance of teaching, the importance of education, and why we support teacher unions on March 22.

If you teach and blog, will you join us?  If you had a teacher who made a difference in your life, and blog, will you join us?

Here’s an invitation from our group, EDUSolidarity:

edusolidarityIMAGE

Please join us!

 

As we all know, teachers and our unions, along with those of other public sector employees, face unprecedented attacks in the national media and from local and state governments. It is easy for politicians and the media to demonize the “unions” and their public faces; it is far more difficult to demonize the millions of excellent teachers who are proud union members. Those of us who are excellent teachers and who stand in solidarity with our unions are probably no stranger to the question “Well, why are you involved with the union if you’re a good teacher?” It’s time for us to stand up and answer that question loudly and clearly.

On Tuesday, March 22, teachers in NYC will wear red in solidarity with our brothers and sisters who are under attack in Wisconsin, Ohio, Indiana, Tennessee and elsewhere. We also stand with teachers in places like Idaho, California, and Texas who are facing massive layoffs. We would like to take this stand on the web as well. We encourage you to publish a piece on March 22 entitled “Why Teachers Like Me Support Unions.” In this piece, please explain your own reasons for being a proud union member and/or supporter. Including personal stories can make this a very powerful piece. It would be great to also explain how being a union member supports and enables you to be the kind of teacher that you are. We want these posts to focus not only on our rights, but also on what it takes to be a great teacher for students, and how unions support that.

After you have published your post, please share it through the form that will go live on March 22 at http://www.edusolidarity.us. Posts should also be shared on Twitter using the tag #edusolidarity.

In Solidarity,
Ken Bernstein – Social Studies, MD – teacherken
Anthony Cody – Science Instructional Coach, CA – Living in Dialogue
Ed Darrell – Social Studies, TX – Millard Fillmore’s Bathtub
Nancy Flanagan – Educational Consultant, MI – Teacher in a Strange Land
Jonathan Halabi – Math, NY – JD2718
Jamie Josephson – Social Studies, DC – Dontworryteach
Stephen Lazar – Social Studies/English, NY – Outside the Cave
Deborah Meier – Professor of Education, NY – Deborah Meier’s Blog
Doug Noon – Elementary, AK – Borderland
Kate Nowak – Math, NY – f(t)
Jose Vilson – Math, NY – The Jose Vilson


No, race isn’t the cause of our economic and education woes

March 11, 2011

Just when you think the conservatives can’t possibly sound any more like fascists of the 1930s . . . I mean, can we just repeal Godwin’s law and call a racist fascist argument, a racist fascist argument?

Paul Krugman, whose Nobel Memorial Prize for economics galls conservatives more than left turns bothered J. Edgar Hoover, noted the other day that Texas is in a series of fixes.  This is important because Texas is what Wisconsin’s governor claims Wisconsin should be:  Shorn of union interference in almost all things, especially in public service sectors including education.  Krugman wrote in his column, “Leaving Children Behind”:

Texas likes to portray itself as a model of small government, and indeed it is. Taxes are low, at least if you’re in the upper part of the income distribution (taxes on the bottom 40 percent of the population are actually above the national average). Government spending is also low. And to be fair, low taxes may be one reason for the state’s rapid population growth, although low housing prices are surely much more important.

But here’s the thing: While low spending may sound good in the abstract, what it amounts to in practice is low spending on children, who account directly or indirectly for a large part of government outlays at the state and local level.

And in low-tax, low-spending Texas, the kids are not all right. The high school graduation rate, at just 61.3 percent, puts Texas 43rd out of 50 in state rankings. Nationally, the state ranks fifth in child poverty; it leads in the percentage of children without health insurance. And only 78 percent of Texas children are in excellent or very good health, significantly below the national average.

But wait — how can graduation rates be so low when Texas had that education miracle back when former President Bush was governor? Well, a couple of years into his presidency the truth about that miracle came out: Texas school administrators achieved low reported dropout rates the old-fashioned way — they, ahem, got the numbers wrong.

It’s not a pretty picture; compassion aside, you have to wonder — and many business people in Texas do — how the state can prosper in the long run with a future work force blighted by childhood poverty, poor health and lack of education.

But things are about to get much worse.

A few months ago another Texas miracle went the way of that education miracle of the 1990s. For months, Gov. Rick Perry had boasted that his “tough conservative decisions” had kept the budget in surplus while allowing the state to weather the recession unscathed. But after Mr. Perry’s re-election, reality intruded — funny how that happens — and the state is now scrambling to close a huge budget gap. (By the way, given the current efforts to blame public-sector unions for state fiscal problems, it’s worth noting that the mess in Texas was achieved with an overwhelmingly nonunion work force.)

Krugman was too easy on Perry.  In his campaign last year, Perry claimed that Texas had plenty of money, a surplus, even.  In debates with Democratic candidate Bill White, Perry pooh-poohed the notion that Texas had a sizable deficit, certainly not the $18 billion deficit White named.

No, the Texas deficit actually is north of $25 billion.  (Linda Chavez-Thompson, the defeated Democratic candidate for Lieutenant Governor, addressed Perry’s denial in a line that very few reporters bothered to report (or report accurately):  “Do you know how many zeroes there are in 18 billion?” Chavez-Thompson said. “11, when you count Perry and Dewhurst.”)

But blogger Iowahawk would hear none of that — no, the issue isn’t bad government and poor fiscal management.  Texas loses out in education because its got more racial minorities, he wrote at some length.

Other bloggers who should know better, or at least should be struck by the repugnance of the claim that race is the problem, spread the claim, including Paul E. Peterson at EducationNext and Mark at Pseudo-Polymath.

Krugman’s original point was untouched by any of these guys.  Texas is in deep trouble, on many, many fronts.  One of the more common comments on Texas education is, “Thank God for Mississippi!”  Mississippi’s having closed down its education system rather than integrate, and continued underfunding and mismanagement since the federal government forced the reopening, keeps Mississippi at the bottom of almost all state rankings regarding children.  That means Texas isn’t dead last.  Texas’s very real problems will affect racial disparities in achievement, but they are in no way caused by racial disparity, or race of the students.

Notice, too, how Iowahawk changed the comparison.  Krugman noted dropout rates.  Unable to muster a direct rebuttal to Krugman’s point, Iowahawk switched to comparing scores in NAEP.  It’s not the same thing by any stretch.

No Texas teacher would say Texas performs better than any other state in stopping dropouts.  While we might brag a bit on how we’ve increased scores on the ACT and SAT, it’s not across the board, and it’s not enough.  (It’s a miracle with the stingy funding, and it will likely stop with the proposed budget cuts — but we’re proud of our ability to make improvement despite obstacles carefully placed by state policy makers.)

Notice, too, that dropouts tend to perform more poorly on standardized tests.  If one wishes to screw around with the statistics for spin, one might note that by forcing students to drop out, Texas raises its scores on NAEP.  I seriously doubt any Texas educator conducts a campaign to get dropouts to boost NAEP scores, but let’s be realistic.  (Which is not to say that there is not a lot of action to mask the dropout problem; a Texas high school is responsible for the academic achievement of kids who drop out, or more accurately, the lack of academic achievement.  Dropouts count against a school’s performance rating, and count hard.  Every school on the cusp of “Exemplary,” or “Recognized,” or “Unacceptable,” has a campaign to track down dropouts to find that they have enrolled in another school to whom blame can be passed, or that they have left the state or the nation, and so don’t count in Texas at all.  One wishes one could school administrators and legislators in Deming’s Red Bead Experiment.)

It’s impossible to claim Wisconsin union teachers are to blame for any Wisconsin woe, when Texas, with it’s strong anti-union stands and ban on unionizing among teachers, performs worse, on average.

Will busting the unions put Wisconsin in the black?  It didn’t work for Texas.

Will busting the unions help Wisconsin schools?  You can’t make that case based on the information from Texas.  In fact, Angus Johnson conducted a more serious analysis of statistics that may provide a better view into the issue, and they tend to show that unionized teachers improve education performance.

Surely these guys understand where their argument ends up.  It is absolutely untrue that Texas’s minorities dragged the state into deficits.

We know where Texas deficits came from.  Several years ago Texas cut property taxes, a key source of education and other funding for the state, promising to make up the difference with corporate tax reforms.  But the corporations blocked significant reform.  Texas has been running on empty for six years, and now the deficits are simply too big to hide.

Unwise tax cuts, made for political gains, that put Texas in the dumper.

It wasn’t unions, and it sure wasn’t the large population of hard-working, tax-paying, union-needing Hispanics and blacks and Native Americans who got Texas in trouble.  They didn’t get the tax cut benefits, for the most part.

Race is not the cause of our education and budget woes, except in this way:  Racists, especially the latent, passive-aggressive sort, will not hesitate to cut programs that they see benefiting minorities.  Those education programs that have done the most to reduce the achievement gaps between the races, boosting minority achievement, are the first to go under the Republican budget meat cleavers.  The proposed cuts are not surgical in any way, to preserve education gains.