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Posts Tagged ‘parent support’

Firing– well make that REPLACING— All the Teachers Didn’t Work… So… Now What?

December 9, 2018 Leave a comment

Anyone who follows public education closely remembers the Central Falls (RI) school district’s inglorious 15 minutes in the national news in 2010. When their test scores tanked the “reform minded” State Superintendent, local Superintendent, and elected school board had the solution: fire all the teachers. Here’s Diane Ravitch’s summary of the events at that time… and what happened earlier this month:

One of the lowest performing districts in the state is Central Falls, the impoverished district where everyone was fired in 2010 to “reform” the schools (then the firing was withdrawn, but almost every adult in the school was gone within two years, because [as “reformers” insist] low scores are caused by “bad teachers”).

So why no improvement?

Remember Central Falls, the smallest and poorest district in the state?

The harsh treatment of the entire staff of the high school in 2010 received national attention. It was one of the first blows of the corporate reform movement. Those who led the campaign threatened to fire the entire staff—the teachers, lunch room ladies, and everyone else. The leaders were treated as heroes by Arne Duncan and President Obama. Zero tolerance for staff!

Now, eight years later, apparently less than 10% of the students are “meeting or exceeding expectations,” whatever that means.

In 2010 “meeting or exceeding expectations” was based on NECAP scores— despite the fact that NECAPs were not designed to measure such a thing. Now it is based on RICA scores, and those scores are no better now than they were eight years ago. Why? According to an article by Kevin Andrade in the Providence Journal one of the parents who attended a recent meeting shed some light on the reasons:

Maria Cristina Betancur took hold of the microphone as 42 people looked on in the Central Falls High School cafeteria Wednesday night. She spoke passionately in Spanish — often fighting back tears — about the difficulties that many families in the school district face. After a minute, she paused and asked a question of her audience.

“Those of you who don’t speak Spanish, did you understand me?” she queried, looking around the room and into the silence before switching to English. “So, now you know how people feel at homes where they do not understand the language. They do not understand assistance. They need to understand more.”

And the school “reformers” need to understand that “more” is the answer: more bi-lingual teachers who can work with parents (54% of the residents do not speak English as their primary language); more funds to provide more services to children in need (the budget increases have been a paltry 1.9% per annum since the school staff was recommended for dismissal), and, as MS. Betancur noted, more understanding.

As the comments continued, another parent described how the “failing school” is failing children and, in so dong, explained where some of the funds might be found:

When public comment began, Jahaira Rodriguez spared no one’s feelings, listing several incarcerated men who she said attended Central Falls schools.

“Today they are serving terms in prison, and we did that,” she said. “This [education system] is a disservice to our students because they will not be considered hard-working because of where they come from.”

“Funny that we find the money to incarcerate them but not to educate them,” she said.

There is always more money to incarcerate criminals and never enough money to provide the kind of education and support they need to stay out of jail…. and always a way to shift the blame for the struggles of poor children to classroom teachers who work hard in dire conditions but never a way to find funds to help improve those conditions. Welcome to the plutocracy where more money raised by higher tax rates on the most affluent among us is NEVER the solution.

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The Public Library is Priceless

November 12, 2018 Comments off

I just finished reading Medium writer Katie Hyson’s post titled “The Library Was the Place Where I Could Always Get More”.  As I read the post I thought of my childhood, my late wife, my two daughters, my grandchildren…. and my wife and her grandchildren. While none of us experienced the kind of austerity Ms. Hyson described, we ALL loved reading and could not begin to afford the cost of the books necessary to provide us with the desire to learn more and expand our horizons.

Growing up, my mother would take us to the library once a week in the summer to get a stack of books to read during the heat of the afternoon in Tulsa OK. I have fond memories of plowing through Dr. Doolittle, all of the Landmark books, Sherlock Holmes, and Edgar Allen Poe during my late elementary school years. Later, I spent many hours at the library of West Chester State College (as it was called then) that was blocks away from my house when I was in high school.

My late wife’s favorite after school haunt was the West Chester public library where she could study in quiet solitude. As a result of my late wife’s frequent reminiscences of her afternoons among the stacks, my older daughter was married at that library to honor her mother and feel her presence.

My daughters, as a result of their parents’ experiences, had library cards from the time they could hold a book. My older daughter was and is an avid reader of every kind of genre. My younger daughter, like Katie Hyson, not only read stacks of books from libraries, but has seen her own book on the shelves of libraries across the country and her short stories published in several literary magazines.

My grandchildren love to go to our local library whenever they visit and whenever we visit them they have stacks of books they’ve checked out of their local libraries in Brooklyn for us to read to them.

My wife recounts stories of library visits with her children when she was raising them in rural Vermont. She and I frequent our local library seeking out book-tapes we can listen to on drives to visit our grandchildren or to various getaways and we both read for pleasure and gaining a deeper understanding of our place in the world.

And my wife’s grandchildren, like mine, enjoy visits to our local library when they come to spend the night, checking out stacks of books for us to read to them and want us to read a story to them before they go to bed.

As I write this, I find it hard to imagine NOT taking advantage of the local library, even in this age of electronic media. Our local library has added new means of accessing written material, videos, and recorded book-tapes (as I refer to them with my “old-fashioned” terminology). Our library also sponsors book groups, speakers on timely issues, and offers free meeting space for local non-profits, including the public schools. We (I am now on the Board of the local library) are about to launch a partnership with our local high school to provide a maker-space and have all kinds of outreach programs in place to connect with all age groups. The bottom line: the public library remains one place where the doors are open to all and where the playing field is completely level. If you ever come to Hanover NH, stop by our local library… but better yet, go to the library in your neighborhood or town and see what they have for you, your children, or your grandchildren. You might be amazed!

 

The Parents of Homeless Children Have More to Worry About than “Choice”

October 18, 2018 Comments off

Yesterday’s NYTimes featured an article that headlined an astonishing fact:

With a subheading that read:

One out of every 10 students lived in temporary housing during the last school year.

Another header noted that there are more homeless children in NYC than there are residents in Albany. When I read this, it underscored the fact that “choice” is not going to help the neediest children in New York City or ANY city or impoverished community for that matter. If a parent has no roof over their he’d, choosing their child’s school is a secondary issue: the only thing that is important to them is finding a fixed residence; a place that they can use as a base when they seek employment, try to secure child care before and after school, and have a place to store and prepare their food.

I would agree with those who say money doesn’t matter in schools serving poor children, because if 1 out of 10 of the children attending a school lack a roof over their heads then that— and not the well-being of their child— becomes the focal point of their parents’ life.

I was appalled at the facts reported in the headline and the heartbreaking stories in the article by Eliza Shapiro, but I was even more appalled at some of the comments suggesting that it was the fault of the city government because they offered generous benefits to unwed mothers. A comment that won the approval of 40+ readers landing it in the top tier read:

This situation is a direct and predictable result of the city’s humane, warmhearted, generous, social welfare policies. The city has made itself hospitable to people who cannot support themselves in one of the most expensive urban environments in the country. There is no penalty for irresponsible life styles. Rather, there is an increase in benefits. Why limit the number of children you have,if the city will pay for them? Why not become a single mother if you get lots of benefits? With the best of intentions the city, state and federal governments have magnified a problem that should at worst, be minor.

I daresay that any young woman set out to become homeless or views their life as one that has “”…lots of benefits”. But by holding a view that blames the victims of homelessness of their status, it is possible to believe that one’s tax dollars are being spent frivolously and are being used to magnify a problem that should be minor. In short, it reinforces the GOP mindset that “government is the problem”. Another commenter, whose remarks had the highest number of approvals, escaped from being a child in a homeless household. She had it right she she wrote:

A person can only persevere so much and it saddens me that so much of our policy is based on ‘grit and bootstraps’, with no understanding of how much luck, or lack of it, plays into our place in this world. We should do better and these kids deserve better.

To which I can only say “AMEN!” My place in the world is in part because I worked hard throughout my life… but it is also the result of being born a white male into a family with two college graduates who cared deeply about me as a child and an adult. The government can’t provide every child with that good fortune, but they should be able to provide every child with a roof over their heads, nutritious meals, and clothing. That doesn’t seem to be a socialist dream… only a humanitarian one.

Arizona’s Education Savings Accounts: The Billionaires’ “Vouchers in Disguise”

October 6, 2018 Comments off

In early September the Guardian’s Steven Greenhouse wrote an article that included a paragraph that offered an excellent summation of Education Savings Accounts (or ESAs), the billionaire “philanthropists'” latest gambit to expand the privatization of public schools. The primary focus of the article was the ongoing efforts of Arizona parents and teachers to stop the expansion of ESAs and restore public education funding to a level that will put the public schools back on their feet. How bad are things in Arizona?

One study found that Arizona, at $7,613, is the third-lowest state in public school spending per student, while another study found that from 2008 to 2015, school funding per pupil had plunged by 24% in Arizona, after adjusting for inflation – the second-biggest drop in the nation.

Determined to push back against this short-changing of public schools, six determined parents decided to launch a referendum effort to push back against the recent action of the Arizona legislature that had enacted a law that was characterized as “the nation’s broadest school vouchers law”, a law that allowed state-raised taxes to be used on private or religiously affiliated schools. Over the summer these parents gathered over 110,000 signatures and got the referendum they sought on the ballot this November. What happened next?

…the Koch brothers’ political arm, Americans for Prosperity, sued to block the referendum. A judge dismissed the lawsuit and approved the referendum for 6 November – it’s called Proposition 305. The vote will be closely watched by people on both sides of the debate as the Kochs and DeVos hope to spread the voucher scheme and opponents look to Arizona for clues on how to stop them.

Near the end of the article, Mr. Greenhouse quotes Lily Eskelen Garcia, president of the National Education Association, who said what has happened in Arizona is “part of a scheme to undermine public education”.

“We know exactly how the plan goes,” she said. “You underfund the kids who need the most. You starve the public schools. You take away the funding so they can’t deliver quality services, and then when things get so bad that nobody wants to work in the schools, the voucher salesmen, the vultures, swoop in and do this nice little bait and switch. Instead of fixing the schools, they say let’s make sure you have the same program as wealthy kids at private schools.” But vouchers, she said, don’t begin to deliver on that promise.

IF the handful of parents succeed in stopping the legislature by passing a referendum it won’t help in many states because not every state has a referendum mechanism. That means parents and teachers who care about public education will need to watch their State elections carefully. During the past legislative session in New Hampshire the legislature narrowly avoided the passage of a bill that would have greatly expanded Education Savings Accounts. The NH legislators wrote their law using the ALEC handbook funded by the Koch brothers and their pro-privatization allies. Like their Arizona counterparts, the NH GOP legislators are starving public education claiming there isn’t enough money to pay for the state formula that equalizes funding so that the kids who need it most get an adequate education… BUT, they did manage to “find” funding to help underwrite ESAs. NH doesn’t have a referendum mechanism, but it DOES have a ballot box referendum. Here’s hoping the voters ensure that they elect a legislature that will abandon ESAs.

Stand Out: A Guide to “Charter School Marketing”

August 30, 2018 Comments off

After reading Mercedes Schneider’s post whose title is the same as this one, I re-blogged and offered the following commentary, which I also left as a comment on Diane Ravitch’s blog that incorporated the link to this post:

The whole notion of marketing a school and making a living as “…a strategic consultant in the field of education reform and philanthropy and specializes in collaborating with leaders and organizations to tell their story” is nauseating…. but in the emerging era of choice and charters public schools DO need to heed one piece of advice offered by the Colorado League of Charter Schools: they DO need to “Include parents on your list of those to be nurtured and recognized.” This was a sound practice in the era when I worked in public education (1970-2011), but it is even more important now! In states where choice is advocated by politicians, I think it is safe to assume that parents are getting bombarded with slick brochures written by “…strategic consultants in the field of education reform and philanthropy”. Public schools do not have the time or money to put out slick brochures, but we should have the time to praise and support parents. Failure to do so will increase the bleeding of students.

deutsch29

Where there is a charter school, there is a need to drum up some enrollment.

“It is not enough for parents to choose any seats,” saith the charter school; “we need for those parents to choose our seats.”

That’s where some nifty marketing assistance is helpful.

In 2015, the Colorado League of Charter Schools (CLCS) produced a publication entitled, Stand Out: A Guide to School Marketing, created by Lisa Relou Consulting:

Stand Out: A Guide to School Marketing was created in collaboration with Lisa Relou Consulting. Lisa Relou is the former Director of Internal Communications and Marketing for Denver Public Schools and has 15 years of experience marketing
schools in Colorado. She is currently a strategic consultant in the field of education reform and philanthropy and specializes in collaborating with leaders and organizations to tell their story. For information contact lisa.relou@gmail.com.

Some thoughts on how parents need help making…

View original post 1,515 more words

MY ROUGH DRAFT Proposal for New Hampshire’s Democratic Candidates for Governor

August 8, 2018 Comments off

To date the Democratic Party in New Hampshire has chosen to avoid making public education a major issue in their primary campaign, despite the horrific record of the incumbent GOP Governor, Chris Sununu, and the fact that his appointee for Commissioner of Education has repeatedly bashed school boards, teachers, and the public schools while advocating for vouchers. I offer this recommended platform for the Democratic party to consider in its effort to unseat incumbent Governor Chris Sununu. This ROUGH DRAFT of a platform uses a July 5, 2016 post offered by Ohio blogger Jan Ressengeras a template and draws on positions outlined in earlier posts of mine.

Introduction:  The Governor of New Hampshire should advocate for a comprehensive system of public education. One that serves all children, is democratically governed, publicly funded, universally accessible, and accountable to the public.

Close Opportunity Gaps by Increasing Funding to Property Poor Communities: The New Hampshire Constitution calls for the State to provide an adequate education for all children in an effort to ensure that all children receive equal opportunities to learn. A candidate for Governor should pledge to uphold this Constitutional mandate even if doing so would require an increase in funding for public education or an expansion of taxes. As it stands now, despite lawsuits won in court by property poor communities in our state, resources available to provide services for children in their public schools are wildly uneven. While children in affluent school districts have access to advanced curricula, abundant technology, the most experienced teachers, and a rich exposure to art, music and other enrichments and a wide array of co-curricular activities, children in property poor districts lack these opportunities for learning and support that more privileged children merely take for granted.

Tax and budget policies need to reduce disparities between property-rich and property-poor districts, strengthen local school boards, and provide all parents with a greater opportunity to support their children enrolled in school. Families in property poor towns often face challenges that prevent them from devoting the same level of support for their children as families in property-rich communities. Families facing economic challenges would benefit from the careful and intentional development of full-service, wraparound services that bring social and health services—health clinics, dental clinics, mental health clinics, after school programs, Head Start, and parent support programs—right into the school building. Families facing economic challenges need affordable, accessible, quality child care. Families facing economic challenges need a guaranteed living wage and labor policies that protect them by establishing work schedules and ensuring that employers inform their employees in advance of their work hours. Families facing economic challenges need employers to provide medical leave and maternity leave.

Reject Privatization and Vouchers:  Privatization and voucher plans presented as “choice” cannot address the challenges faced by property poor communities. Legislation that promotes enrollments in private schools and provides funding for homeschooling diverts scarce resources from public education, especially in property poor communities where schools are already underfunded. Legislation that promotes vouchers and tuition tax credits which use public funds to pay for students to attend private and parochial schools should be unalterably opposed as should any legislation that supports the creation of charter schools that are not governed by elected local school boards.

Restore Respect for a Profession of Well Trained, Certified Teachers: Our elected officials and State Department leaders must stop scapegoating school teachers. Public school teachers work tirelessly to improve the chances for all students in all schools in the State to advance and often do so in facilities that are outdated and without the resources they need to succeed. Instead of modifying certification standards for teachers to expand the applicant pools, we should increase the compensation for teachers, especially those serving in property-poor districts.

Re-Double the Effort to Replace Standardized Norm-Referenced Tests as the Primary Metric for School Success: New Hampshire was one of a handful of states that sought to limit the use of norm-referenced standardized tests as the sole metric for measuring school success. This effort should be fully supported by the Governor and Commissioner of Education and provided with the funding and manpower required for implementation.

Conclusion:  In order for public schools to succeed in New Hampshire, citizens must provide ongoing oversight, demand legislation that ensures equitable funding, and be willing to accept tax policies that either redistribute funds currently available or expand the funds needed to ensure that all children have the same opportunities as children attending property-rich schools. Justice in public education—the distribution of opportunity for all children and not just for some— can only be achieved systemically and with the full support of the Governor and Commissioner of Education.

 

Eliminating Age-Based Grade Levels Face Three BiG Obstacles: Federal Standardized Test Mandates; State Laws;…and Parents

August 7, 2018 Comments off

A recent Hechinger Report monograph written by Chris Berdik describes the challenges a rural North Dakota district faced when teachers in the school decided to eliminate grade levels, and they boil down to three obstacles at three different levels… all driven by one overarching issue: mandated tests. This short paragraph from the report summarizes the problem:

Of course, no matter what individual states and districts allow, federal law still mandates grade-level-pegged testing. Education departments use those scores to evaluate schools. Quite often, so do parents.

These two sentences encapsulate the daunting challenge teachers and administrators face when they propose radical but necessary changes needed to truly individualize instruction. The age-based cohorts that we call “grade levels” are the basis for comparisons of all kinds, comparisons that are the basis for competition between students and, of late, competition among schools. And one troublesome issue for many parents is this: if grade levels disappear how will I know how well my child is doing compared to his or her peers? As Mr. Berdik article implies, when that question disappears, teachers are left to focus on the interests and aptitudes each child possesses and focus less on how a child compares with their age peers. I, for one, see this as a positive benefit of abandoning age-based cohorts.

If readers do not believe it is possible to transform schools, Mr. Berdik’s article offers a crude roadmap for making the transition. It isn’t easy, but the benefits far outweigh the pain of change.