Yesterday’s Minnpost blog post describes a “Tsunami” of cash flowing into the school board election in Minneapolis MN (hat tip to Diane Ravitch). It seems that there hare hundreds of thousands being spent on the election for two at-large seats in Minneapolis, and based on some on line research it is unclear to even political insiders why there is so much money flowing into this election… But given the sources of funding flowing into the newly created “Minneapolis Progressive Education Fund (Bloomberg’s giving $100,000 and TFA’s giving $90,000) and the fact that one of the candidates endorsed by the group has stated his desire to eliminate tenure, it is possible that those investing in the election hope to invest in for-profit charter schools. ele
The fact that the school board candidates have platitudinous campaigns makes it easy for them to sidestep questions like “Why are you allowing outside money to help fund your election?” or, perhaps more pointedly, “What do you think the outside investors will ask you to do on their behalf once you are elected and how comfortable are you with they likely requests?” or, to allow as little wiggle room as possible:”When he was mayor on NYC, Bloomberg replaced “failing public schools” with for-profit schools staffed by inexperienced teachers from TFA. What is your position on that strategy?” In elections where hundreds of thousands of dollars are flowing in, these questions need to be posed to those running for office and the candidates responses need to be shared widely. But as MN blogger Eric Ferguson noted in one of his posts, many voters are completely unaware of local elections…. but that may change this time since the new money flowing in is resulting in negative campaign flyers being sent to homes and negative robocalls being placed to voters. As the school board election in Minneapolis demonstrates, money makes a difference in campaigns— and not in a good way!
In a development that surprises no one who WATCHES Cuomo’s behavior as opposed to LISTENING to his words, he made it abundantly clear in a meeting with the editorial board of the Daily News that he wants to dismantle the public school “monopoly”. His solution: competition featuring for-profit charters vs. “government run” schools. Ay yi yi!!!
If any teacher’s union President thinks that either Hilary Clinton or Andrew Cuomo are allies, they need a reality check. If NYSUT had any heart or courage they would advise their members to support the Green Party candidate…. and here’s what’s really sad after reading Thomas Edsall’s column earlier today: a Teachout candidacy on the Working Families ticket might have prevailed.
“Toward Better Teachers”, Frank Bruni’s column in today’s NYTimes is so full of bad thinking I couldn’t decide where to start… so I started in the middle with this comment that captures the essence of some of the particularly bad ideas espoused by former NYC Commissioner Joel Klein and his fellow “reformers”:
Bruni writes that NYC “…wasn’t (and still isn’t) managing to lure enough of the best and brightest college graduates into classrooms.” The basis for this assertion, according to Joel Klein, is simple: SAT scores! “In the 1990s, college graduates who became elementary-school teachers in America averaged below 1,000 points, out of a total of 1,600, on the math and verbal Scholastic Aptitude Tests… the citywide average for all NYC teachers was about 970.” This raises some questions: Is there ANY study that demonstrates a correlation between good teaching at the elementary level and SAT scores? Is Klein suggesting that NYC use SAT scores to screen teachers? Is Klein suggesting the current “irrational” seniority pay scales be replaced with ones that reward teachers who obtained high SAT scores as a factor?
The notion that SAT scores can be used to identify “the best and brightest” teachers, like so many of the “reform” ideas, uses test results as a means of judging complicated work like teaching. By reducing teacher evaluation to a statistical artifact it becomes possible to rank “performance” with precision… but it is a precision that has nothing to do with the actual art of teaching. Data driven quants like Klein don’t understand the human factors that make teachers successful and motivated. Complicated analytics and differentiated pay might motivate hedge fund investors but they won’t motivate teachers because the best teachers only care about kid.
I’ll use the balance of this post to dissemble each example of bad thinking:
- “…poor parents, like rich ones, deserve options for their kids“. NO… poor parents deserve neighborhood schools that are as well funded and rich in support services and curricular offerings as those offered in affluent suburbs
- “Because of union contracts and tenure protections in place when (Klein) began the job, he claimed it was “virtually impossible to remove a teacher charged with incompetence,”. NO… as written in several previous posts , there is no tenure in public schools… and unless it was bargained away it teachers in NYS are required to serve probation before receiving a continuing contract that protects them from being fired for arbitrary and capricious reasons. Oh… and if it WAS bargained away it could be bargained back in again if the Mayor or Klein put it on tble… but neither Klein nor Mayor Bloomberg seemed inclined to seek solutions through collective bargaining.
- The bogus reasoning that the SAT can serve as a proxy for hiring the “best and brightest” (see above)
- “…teachers must acquire mastery of the actual subject matter they’re dealing with. Too frequently they don’t.” This “reform meme” was repeated without being challenged by Bruni (or any other NYTimes writer for that matter.) Here’s the fundamental question that needs to be asked of folks like Klein: “What constitutes “mastery of the subject matter” for an elementary teacher? For a music teacher? for a special ed teacher? If certification = mastery then I would be surprised to learn that teachers in NYC “frequently don’t “acquire mastery”. If certification DOESN’T equal mastery, it’s NOT the teachers’ problem, it’s the college and university’s problem and the NYSED’s problem. Oh.. and those Teach For America folks, do THEY have mastery?
- Pay reform I: Klein advocates having “…teachers paid more for working in schools with “high-needs” students and for tackling subjects that require additional expertise.” The example Klein uses to make his point is paying science teachers more than PE teachers… which overlooks the reality that the teachers who would benefit most from getting a premium of working with “high needs kids” who require additional expertise would be special ed teachers.
- Pay Reform II: “…“some kind of pay for performance, rewarding success.” Readers of this blog know that a performance pay is an agreeable fantasy. Enough said.
- Teachers “…owe us a discussion about education that fully acknowledges the existence of too many underperformers in their ranks.” I await evidence that there are “too many underperformed” in the teaching ranks… but I am also awaiting evidence that standardized tests yield helpful and meaningful information.
Bravo to the Lower Hudson Council of School Superintendents for laying bare NY state’s sham evaluation system. (Full disclosure: I was chairman of this group in the late 1990s, so my support for their bravery might be biased) In a two-page position paper that is more measured than its title, “APPR Creates an Illusion of Teacher Accountability and Must Be Replaced”, the authors recount the findings of an independent study they commissioned. Those findings are summarized in one phrase: “...there is no ability to compare ratings between or among teachers or districts“. The position paper summarized three key findings from their study:
• Teachers whose students did not have to take Common Core exams typically received higher evaluation scores than teachers whose students did take the exams. The result? A double standard for teacher evaluation, and one that is ripe for legal challenge that will be costly to local districts.
• The State Education Department claims that individual local districts are responsible for 80% of the scoring under APPR, a claim that is wildly inaccurate. The Education Analytics study found that because of the APPR formula design, the local impact of scoring is closer to 35% of the total.
• The researchers identified that the required local assessments known as Student Learning Objectives (SLOs) – typically take 5‐10 years of data gathering, development and training before scores can be reliably used as an evaluative measure – are being used for APPR. They were critical of this effort, noting that the absence of training resources and rushed implementation have resulted in an inaccurate evaluation system.
Those findings notwithstanding, the Regents, the State Superintendent, and Governor Cuomo are all standing behind the tests, though Cuomo seemed disappointed that the tests found that 94% of the teacher were effective or highly effective, thereby undercutting his “reform” message that TEACHERS were the cause of low performance on the tests.
The Lower Hudson Council’s speaking out against the testing regimen is especially heartening because many of the districts in that group are among the most affluent in the state. Their children will likely “succeed” on measures like standardized tests. For the most part, these district superintendents have nothing to gain from taking this position except controversy among community members who buy into the notion that testing “proves” schools are bad and that VAM is a viable means of measuring teacher effectiveness… a meme that the media has promoted.
Will politicians and political appointees like the NY Regents— or Arnie Duncan for that matter— listen to school district leaders? Will other regional superintendent groups follow the LHCSS’s lead? Stay tuned!