PARCC Refusals and Doing the Right Thing

Last month, I wrote about some ridiculously punitive actions being taken against students whose parents had refused PARCC and the PARCC practice exercises. You can read about 3rd graders in detention here. As it was last year, as soon as the PARCC testing window began, so did the stories of intimidation by administrators to force students to participate in PARCC. Some examples of last year's craziness can be read here and here.

But what about districts who treat parents and students with just simple, common decency? Fortunately, those stories are out there too. They tend to be quiet. I certainly cannot blame any administrator for not wanting the punitive NJDOE spotlight on them. 

Here are just a few quotes from parents. I am not naming parents, students, or districts on purpose. Thanks to the parents who came forward to share their experiences. I hope their stories serve as examples to follow for the districts who are not treating students and parents like this. 

From Union County:

"I know there are lots of angry posts about treatment by opting out of PARCC, so I'd like to share positive experience... yes I said positive.We have a 4th grader in the XYZ district and we have opted him out of PARCC testing this coming week. We met no resistance from his teacher and none from his principal. In fact, his teacher provided us the following details so that both my son and I could be prepared for the testing week:

1. Exact testing time so that if we wished to bring him to school late we could, but he would be marked tardy for all days late to school (fair enough)

2. Where he would be while testing would be conducted

3. What he would be doing/allowed to do during the testing time: His teacher has gone the extra mile to give him work sheets and assignments on areas that he has needed a refresher on (not busy work) and reading assignments that are aligned with his reading enrichment teacher. In addition he may bring reading material, word searches crossword puzzles etc to do if he has extra time.

4. Pack a snack and a water bottle.

I know this is typically not the norm and I feel that this organization is more on the part of the individual teacher rather than the school administrators, but I appreciate the fact that we were met with zero resistance and so far no unpleasantries from the start of the opt-out process to present. Maybe it's because we discussed this with his teacher first, expressing our concerns about PARCC, then sent an email to both his teacher and principal, and finally the formal written letter as requested by the school.Thank you for letting me share our experience so far..."

From Essex County:

"There are other districts with humane and respectable practices. I live in one. It's important to note that it can be done if the administration is competent, courageous and ethical."

From Somerset County: 

"I have a positive experience with teachers, and administration in XYZ district. I sent written request.. it was approved n teacher told me that the school is having a separate room for opt-outs! Superintendent office tried to non-pushy to tell me why I should opt-in but I said no thanks n they said ok."

From Morris County:

"Positive experience in XYZ district. Even skipped most of the school form they provided (you're supposed to initial next to various statements (I understand and agree that Parcc is not a high stakes test, etc). Last year I attached a second file explaining why I wouldn't initial them. This year I just left blank and waited to see if they pushed back. Received a confirmation email from our elementary principal for our 3rd grader, and a phone call and email from the Asst Super for our 6th grader. I do think the call was in part to feel me out on how confident I was about refusing (just a hunch), but when she said 'I'm calling in regards to your refusal for Parcc for student name removed', I said 'Okay great, thanks' and then she stumbled over some words and said she was calling just to confirm."

From Cape May County:

"Positive experience here as well, in Cape May County. This marks the 3rd year for refusing PARCC (8th, 9th, and 10th grades; both intermediate and high school) and I've had nothing but pleasant experiences. This year, I was actually notified that I could bring my son into school after testing was complete for the day. I enjoyed spending the extra time with him, and driving him into school, for once. 

Everything has always been kept hush-hush in our particular school district and I believe it's because they realize the more resistance the school creates, the more students that figure out you can actually refuse PARCC. Unfortunately, the parents in our district aren't well informed, or simply don't care. I'm not sure which, probably a bit of both? But, each year, my son usually 'spills the beans' and has a couple groups of friends asking me how to refuse PARCC. 

I just simply direct their parents to the SOS, NJ, website to find the pre formatted refusal letter." 

The link to the Save Our Schools NJ (SOSNJ) information about refusing PARCC can be found here. In 2015, 233 districts were handling refusals without incident. SOSNJ created a list which can be found on their Facebook page here. Delran and Bloomfield Boards of Education were early leaders on this.

Our kids deserve more like this. 

If you have a positive story to share, please post in the comments. 

Parents and Teachers, It's Time to Organize

Last month, at the NJEA Convention, Mark Weber delivered the plenary speech. You can read the whole speech here. He called for teachers to organize. Keep in mind this was before Betsy DeVos' nomination for US Secretary of Education (SecEd) and before Jeff Sessions' nomination for US Attorney General (USAG). 

"It is not an exaggeration to say that right now, public education hangs in the balance. Teacher workplace rights are in serious jeopardy. The ability of NJEA to protect the future of New Jersey’s outstanding public education system – by any measure, one of the finest in the world, in spite of this state’s recent abdication of its role to fully fund its schools – is under dire threat.

There is only one course to take: we must organize. We must stand strong, we must stand together, and we must refuse to give into desperation. Our families, our colleagues, and our students have always counted on us when they needed us the most – we must not now, nor ever, stop fighting for them or yes, that’s right, for ourselves."

Yes. Please. Teachers, especially those of you teach in sparkly districts, who have the best resources (comparatively), please start speaking up. If you feel like you can't do it in the district in which you teach, then do it in the one in which you live. 

If you don't already, come to just one State Board of Education meeting on open public testimony days (like the one coming up on January 4th). Or come to just one Assembly or Senate Education Committee meeting when there is a bill that directly affects you or your students. Yes, your state union is there, already speaking up, but I promise, just like with parents, our legislators need to hear directly from you. They do not get that kind of firsthand information from anyone.

Participate when your union asks. Make those phone calls. Write those letters. Numbers do matter. 

To those of you who don't like your union leadership, I urge you to have conversations with them. Tell them what you need from them. Offer to help. Get involved. Hold them accountable. No, you really don't have to agree on everything. If you don't fight back, there won't be a teaching profession. This is not a time to leave it to others. Yes, I know, this paragraph is terribly simplified. This is work. 

I know. It's difficult. It's also necessary. 

Parents, it's not just teachers who need to organize. I know how difficult it is to find the time to participate. I know how difficult it is to put yourself out there and sometimes have to say things that others do not want to hear or acknowledge. I know how easy it is to complain and not actually do anything. I know how easy it is to keep your head down. 

Fight that urge to only complain. Fight that urge to say, "Well, it's not directly affecting my children." Fight that urge to leave it to others. Fight that urge to look away when those who are standing up make you uncomfortable or aren't doing what you only imagine you would do. 

I know. It's difficult. It's also necessary.

Where to start? 

Look in the right-hand column of this blog. There is a list of education bloggers; some are parents, some are teachers, some are education scholars. All are advocates, dedicated to public education for all children. 

Attend your local and state board of education meetings. Go visit your state and federal representatives. Remember, they work for YOU. It doesn't matter if you belong to a different political party. They weren't elected to serve only constituents from their party. It's not that difficult to get appointments. If you can't do that, write a letter. Make a phone call. All of them have staff who work on the issues that are important to you, including education policy. Ask them what they are doing to protect public education for all students. 

It's ok if doing these things makes you uncomfortable. There are many of us who do these things all the time. And, the longer we do it, the more connections we make, and the better we get at it. It's ok if your voice shakes. What's most important is that you find your voice and use it. 



Edited to add: Jessica Smock wrote a piece for Scary Mommy What Outraged Parents Can Do To Defend Public Education After the Confirmation of Betsy Devos, referencing this blog post. Many thanks to Jessica. 

What Will Happen To Special Education?

Yet another reason to be concerned about Jeff Sessions as US Attorney General. Special Education. Back in 2000, when he was an Alabama state senator (formerly the state's attorney general), Sessions made an utterly ignorant, and now potentially dangerous, statement about special education and the federal law which guarantees the rights of students with disabilities, the Individuals with Disabilities in Education Act (IDEA). You can read his whole statement here. 

It's difficult to pull quotes out of the text because the entire statement is so heinous. Yes, students with disabilities have rights. No, those rights, and those exercising those rights are not "a big factor in accelerating the decline in civility and discipline in classrooms all over America." The disqualifier at the beginning of that paragraph does not excuse the ridiculousness of the statement either. So glad to hear that he didn't want to end IDEA.

Sessions quotes parts of letters written to him by teachers who are frustrated by their students and what they described as problems with the Individuals with Disabilities in Education Act (IDEA). While I am sure there are teachers who are frustrated by what they see in their schools, to blame students with disabilities for those frustrations is absurd. 

Sessions does give a nod to the lack of funding associated with IDEA. It has never been fully funded, nor has it come close to the goal of 40% funded. Ever. He should have been railing against a system that purposely defunds, or underfunds, education mandates, no matter whom they directly affect. To blame the students and IDEA is absurd. 

As I read through Sessions' statement and the statements by teachers, I saw what, in my opinion, is violation after violation of those students' rights. IDEA is not a permission slip for students to behave badly. It does not prevent "discipline." It does not require students to be mainstreamed with their neurotypical peers. 

What IDEA does do is requires states, and therefore school districts, to place students in a Least Restrictive Environment (LRE). It requires them to conduct Functional Behavior Analyses, using those results to create Behavior Plans for exactly the scenarios which are described in Sessions' statement. This is not rocket science. This appears to have been completely lost on every one of those teachers and their administrators and Sessions. It also appears to be lost on these people that wrong classroom settings, inappropriate placements, and lack of services contribute to inappropriate behavior - in any setting. 

Before someone piles on here, yes, there are students, unfortunately, who do act out and have no self-regulation or control. God bless the teachers and paras who teach and assist them. It is a reality. However, it should not be happening in a general education setting. LRE does not mean a general education, mainstreamed setting. LRE means providing the best environment for that student. It's a simple concept that is grossly misused. 

I was astonished at the claims that teachers are leaving the profession because of lawsuits brought by special education parents. The statement implies parents are going after teachers. That's not how the law works. It's absurd to state that as though it is fact. 

The last story is from a superintendent. He laments not being able to mete out similar discipline to two students who brought weapons to school. One student, with no disability, was given a 1-year suspension. The other student, with a disability and IEP, was placed for 45 days in an alternate school setting before returning to his regular school. 

I'm twitching as I write this because I cannot believe the rank stupidity of this decades-long educator. IDEA has an entire section dedicated to discipline (Sec. 300.530). In fact, there's even a section on weapons. He most certainly could have suspended that student with an IEP for 1-year, just like the first student. His own ignorance of the law made for the inequity. Further, it made his reference to Animal Farm ("All are equal, but some are more equal than others.") even more inappropriate. 

It also demonstrates that Sessions, as Alabama's former attorney general, either didn't know the law, or he knew and used this sorry excuse of a story to fortify his position that special education is ruining public education and teachers' careers. Shame on them both! 

Unbelievably, the superintendent continues with this ditty: "I became a teacher in 1965 and I do not remember hearing of gun shootings prior to 1975 when Congress began telling ten percent of our students you are not responsible." Gaslighting at its best, folks. When in doubt make an absurd claim, based on nothing, and blame it on the special ed kid. Disgusting. 

Sessions ended his abhorrent statement with this: "I think these teachers make a point. It is a matter we need to give careful consideration to, not overreact, not undermine the great principles of the Disabilities Act Program. But at the same time, we need to say that a child is not allowed to commit crimes, to disrupt classroom, to curse teachers, principals and students, and abuse them and do so with impunity."

Again, that is not what IDEA actually says. You'd think a state attorney general would know that. What will the enforcement of IDEA look like under a US Attorney General who doesn't know the law? Or, perhaps worse, one who does know the law and ignores it?



Edit to add: Valerie Strauss at The Washington Post republished part of this blog in her column Answer Sheet: Trump’s pick for attorney general once linked special education law to ‘decline in civility’ in classrooms. Thank you to Valerie!

A Thank You To Teachers. I See You.

I wish parents could see their children's teachers outside of school. We've all been bathed in the "bad teacher" narrative for so long that when someone mentions a "bad teacher" we just do the head nod. Fortunately, for all of us, that narrative is largely false. Before someone sends me hate mail, of course there are people who should be doing something else, just as you find in any workplace. Understand, that "bad teacher" narrative has a specific purpose...but that's for another blog post. I want to talk about teachers today.

I'm very lucky to know a lot of teachers through my activism. I have very deep respect for them, because not only do they care very deeply about their students and profession, they are also willing to fight like mad to make sure public education is there for everyone's children. That is not just fluff-talk. Some put in long hours researching and writing to educate all of us (some of my favorite teacher-bloggers: Mark Weber, Peter Greene, Marie Corfield, Russ Walsh), some head up volunteer organizations that lift up students, and teachers, and public education (like Marla Kilfoyle, Denisha Jones, Michael Flanagan, and Melissa Tomlinson), some write amicus briefs for the US Supreme Court, and others take the time to do professional development work beyond what their districts provide. They do all of these things on their own time and with their own money. No one is paying them to use their voice for their students and for their profession.  

Which brings me to this year's NJEA Convention. I love going and talking with teachers about what they are doing in their classrooms, what they're excited about, what their students are excited about, and what their concerns are. It's also fun to walk the floor and see what the latest and greatest toys, books, tech, and programs are being sold to teachers. 

Even with the fancy bells and whistles of the tech stuff, the booksellers' booths are always the busiest. Especially the ones who sell books for the lower grades. After grabbing a late lunch with a friend, we noticed a very long line which snaked across a couple of aisles. We asked what they were all standing in line for, expecting it to be a book signing, but it turned out they were waiting for free books for their classrooms. Free books. For your kids. On a day off. The line was at least 200 people long. I want to share with you a few pictures of the line because you should see what your children's teachers do for them. 

From top to bottom: the beginning of the line, to all the way around, to you can't see the end of the line - which was a couple of aisles over from the start. Unfortunately, I didn't get a picture of the little chalk board announcing the times of the giveaways. This line was a good 10-15 minutes before the giveaway started. I hope the pictures "speak a thousand words."

So, on the eve of Thanksgiving...thanks to Maddie's teachers. You know who you are, the ones who put in the extra time, who cared enough to learn more about her and the way she learns, who stood up for her and her rights as a student. Thanks for your patience and your resilience.

I see you.  

It Was A Very Long Day, Part 1, 2 & 3

Part 1: Every month I try to make it to the State Board of Education (SBOE) meeting. While reading the agenda gives an idea of what's going to happen, there is nothing like being there in person to witness the depth of privilege and echo chamber-ness in that room. I want to be very clear about the criticism in this piece. NJDOE has some really great, hard-working people within its ranks and my thoughts on this are not about them. This is about leadership, or rather, the lack thereof. Their willingness to remain well seated in their echo chamber and the arrogance with which pronouncements are made. And, the SBOE and their unwillingness to "dive deep" and ask hard questions and expect good, true responses, and their seemingly endless inability to know the difference between a real answer and a false one. Their job is not to sit there and nod in agreement with statements that are so patently false it would be hilarious if wasn't so damned serious. And yet, that is what we have. The November meeting was no different.

Chris Cerf was in to deliver his annual report on Newark schools. Good news is graduation rates are up. Bad news is he's still the state-appointed superintendent and it's still state-controlled. He made a great show of saying charters and public schools should be working together and no one should be paying attention to what is said on social media. All he wants is for everyone to get along for the sake of the kids. He's not wrong about doing things for the sake of the kids. What and how things get done are the issue.

It would also be great if we could also get some acknowledgment that charters don't serve the same demographics and are costing districts, like Newark, a fortune for a parallel and unequal system whose basic management is kept far, far out of the sunshine. There is nothing "public" about charter schools except the money which primarily funds them. Too bad if you don't like that little piece of reality from "social media." 

Cerf did manage to give a nod to poverty, and then, unbelievably, continued with qualifications, like new immigrants want to get out of poverty, but people who have experienced multi-generational poverty "resist the ladder" out of poverty. In the context of the conversation, education, it's doubly astonishing when talking about a district that has been under state control for more than 20 years. The lack of state funding, the lack of tax base (remember the poverty thing?), the lack of needed support for those students is because the state has denied it to them. On top of that, charters have been allowed to proliferate. It costs this district millions of dollars to sustain them at the direct cost to every other student in the district. So, education, which is a lot of rungs on that "ladder" has been decimated under state control. And guess what, Chris? When you were NJ's Education Commissioner, you perpetuated that too.

Cerf says a ONE Newark survey demonstrated parents actually choose to send their kids to schools well outside of their neighborhood. That it's a "myth" parents actually want a neighborhood school. Yes, I'm putting in a request to see the survey and the results. 

So, why throw in that tidbit about ONE Newark? Well, a couple of weeks ago, the Newark BOE voted to get rid of ONE Newark...which, of course, he failed to mention. 

Cerf was asked what he thought about PARCC and if NJ should keep it. Of course, he immediately sang its praises. And, really, what could he say? He was selling PARCC to the SBOE and the public when he was Commissioner.

Then it was on to a comprehensive report on PARCC by Pete Shulman. The basics were that scores were up compared to the year before. No mention that half the students who took it "failed." No mention of how many students would not have graduated had the new graduation requirements been in place this year. And, no mention of which version of PARCC they were comparing to. You'd think that an organization who bows to the Data Gods would have pointed that out. We haven't had two years in a row of the same test. What are you comparing?

Continuing, PARCC is the best test for gauging college and career readiness and the standards. Notice that it's now just "the standards" since they changed the name of Common Core State Standards to New Jersey Student Learning Standards. There were no fundamental changes to the standards, they're just hoping you didn't notice.

For some reason, they just can't deliver their info on PARCC without a very hard swipe at either NJASK or HSPA. That day, it was both. NJASK and HSPA didn't deliver usable data, they were inferior tests. It's groan-worthy because for a decade, both of these tests were revered. Students have to take them! How would we know how they're doing without them!? Take a look at what a New Jersey dad put together on NJASK here. Funny, sounds a lot like the claims about PARCC. 

Finally, the National Network of State Teachers of the Year (NNSTOY) "study" was trotted out as proof of PARCC's validity. *sigh* No, it's not. It's not even a "study." I've covered this before. Twenty-three Teachers of the Year decided, among other things, that the 5th grade PARCC test is more difficult than NJASK was. You can read about it and the other "studies" NJDOE claims validate PARCC here. 

The meeting ran so long they never got to the new charter regs - the ones that lower the standards for teachers, administrators, and business administrators working in charter schools. The ones which were developed by/with people in the charter industry. That discussion has been put off until the December meeting. 

Part 2: Public testimony on charter schools, interdistrict school choice, student residency, and student transportation. Most testimony was about the new charter regulations. There were employees, a few parents, and teachers from charter schools to provide testimony in favor of the new regs. NJEA, SOSNJ, and a few parents spoke out against them. 

This is a good place to state in the strongest way possible, that it's despicable the way public school parents and advocates are pitted against charter school parents and advocates. I see it at SBOE testimony sessions and at legislative hearings at the State House. It cannot be said enough times, we are not angry with, nor disappointed in, charter school parents. They have simply done what they feel is best for their children, as anyone would. End of story. 

The issue is with public policy. Really poor public policy, that has created an environment in which public schools have been systematically resource-starved, and in which a secondary, unequal, parallel system has grown at the direct expense of the public system. That is the issue. Not that you happen to send your child to a charter school.

It was pretty astonishing to hear charter school teacher recruiters asking SBOE to make it easier for people to become teachers and administrators in their schools. That Praxis was making it too difficult for people to become teachers. The irony was completely lost on SBOE, the people making the plea, and many members of the audience. The charter cheerleader stories are always about how much "better" they are than public schools. Yet, here they were, asking the state to lift certification requirements for teachers and administrators. The SBOE will very likely do exactly that. Why does anyone think having a lower level of certification, that will never be accepted in public schools, be ok for charters and their students? How does that fit into the narrative that charters are great. The mind boggles. 

Here is the testimony provided by Save Our Schools New Jersey. It hits on all of the issues with the newly proposed regulations on charter schools.

TESTIMONY TO THE STATE BOARD OF EDUCATION
ON BEHALF OF SAVE OUR SCHOOLS NJ
Presented by Susan Cauldwell
November 2, 2016

In her October 5 memo to the State Board, Acting Commissioner Kim Harrington said the following:
“Governor Christie met with charter operators to discuss the state of public charter schools in New Jersey. During this discussion, many charter operators explained that New Jersey’s regulatory environment is a major impediment to growth of the charter sector in the State. During the last several months, the DOE has worked with charter leaders to develop recommendations to offer school operators increased autonomy and opportunities for innovation in exchange for accountability for student outcomes. The proposed changes will ensure charter schools have increased flexibility, autonomy, and time to innovate and produce strong educational outcomes for all students. In addition, the changes will incentivize operators both in-State and out-of-State to invest in New Jersey.”

These words tell you all you need to know about the proposed charter regulations. The Governor wants them. Period. No analysis, no data, just the desire of this administration to continue its effort to destroy traditional public education in urban districts. Adding more charter school seats in urban areas will only serve to further financially destabilize these school districts. Every state superintendent who address you, acknowledges the challenges of balancing a budget with flat state aid and an ever-growing charter school bill. And the Commissioner is required to consider this is as part of her decision-making process. 

How can the DOE, which wants to collect data on everything from the aptitude of pre-school students, to the college grades of pre-service teachers, to the lifetime SGOs and SGPs of teachers propose such changes as dumbing down teacher and administrator certifications without one shred of data to support it? It’s simple. The Governor wants it.
At last month’s meeting, it was interesting to watch the staff try to explain why charter school teachers needed less training than traditional public school teachers. The staff couldn’t answer it; the Acting Commissioner couldn’t answer it. Deputy Commissioner Pete Shulman had to jump up from the audience to calm things down. Even more curious is why you, as a State Board, are not aware the dumbed down charter school teacher certification already exists. The proposed regulations codify the regulations for teachers and will add dumbed down qualifications for charter school BAs and heads of schools. But, none of this matters because the Governor wants it.

In their report last month, staff attempted to justify pre-ordained code changes with facile charts and graphs that did not make the case. You, the State Board, have an obligation to ask proper questions such as:
1. Why compare state demographics with demographics of charter schools? Charter school populations should be compared to the home districts of the students. A comparison like this would show just how much fewer less poor, less male, less LEP, and less special ed students are enrolled in charter schools, which the staff obviously wanted to avoid.
2. The comparison of test scores showed that charter students outperformed their district peers, which is no surprise give the difference in students as noted above. What the staff did not dwell on was this: charter school average outcomes in state operated districts were worse than state averages in math and ELA in grades 3 through 8, except for math in Newark.

The truth is that, on the whole, charter schools, despite their selective enrollment procedures, and their kill and drill instructional methods are not living up to their promise of greater educational outcomes. Given this fact, why should charters be held to lower standards than traditional public schools? The answer is simple. The Governor wants it.

As for specific comments on the regulations, Save Our Schools NJ offers the following:
1. The proposed dumbing down of administrator and head of school certifications merely to attract out of state charter school operators is troubling. Reports of out of state charter school fraud and waste have made national headlines. NJ has had few episodes of fraud and waste in charter schools and we need to keep it that way. In addition, at least 3 out of state charter chains are successfully operating here already. We do not believe these changes are warranted.
2. We strongly oppose the requirement that school districts be forced to accept charter school students on their sports teams and in extra-curricular activities. This matter was considered by the legislature a couple of years ago and was rejected. In addition, we believe charter schools, which receive funds for a comprehensive education (which includes extra-curriculars and athletics) of their students should be required to provide these activities. At the very least, we believe this decision should rest with the local school district.
3. On the matter of facilities, we do not support co-locating charters and traditional schools. We also do not support turning over publicly financed facilities at bargain basement prices to private entities like charter school management companies.
4. Expedited renewals for “high performing charters” is the wrong approach. The use of standardized test scores as the benchmark supports canned kill and drill instruction, narrows curriculum in favor of test prep, encourages the removal of low performing students, and discourages the enrollment of LEP and special needs students. This proposed change moves charter schools further away from the notion of a public school.
5. The accountability proposals do not go far enough for a public school. We suggest the following:
a. Require that charter schools include all attachments, memos, and reports associated with charter school board meetings on the website;
b. Require that charter school board meetings take place in the community where the school is located;
c. Require the charter school to post an annual calendar of board meetings prior to the start of each school year;
d. Require that charter school boards include residents of the community.
6. The proposed regulations do not address the ability of host communities to have a formal role in the decision making process on whether to permit a charter school. We continue to advocate for either a local vote by residents or, in the alternative, a vote by the local school board.

Thank you for your consideration. We urge you to do what is best for NJs school children.

I left the testimony session early to get up to New York City. Which brings me to...

Part 3: A few weeks ago, I ran into Dr. Lauren Wells. She asked me to come see her speak as a counter-point to Dr. Chester "Checker" Finn at Hunter College. Finn has recently released a book on the 25-year history of charter schools and their future. 

Lauren and I arrived at the same time. Upon entering the building we were introduced to Dr. David Steiner, former New York State Commissioner of Education, who was moderating the discussion. Lauren had Dr. Finn's book in her hand and Steiner asked if she had read it. The question may have just slipped out, but what an incredibly stupid thing to ask the person who is there for express purpose of providing comment on it. Of course she read the book. I confess to being touchy about this, it was a long day, and stupidity was king. But, really? Dr. Wells is a professor of education at American University in Washington DC. She is also the former Chief Education Officer for the City of Newark. Why would he think she hadn't read the book? 

The venue was Franklin Delano Roosevelt's former home on E. 65th Street, and having arrived early, we were allowed to wait in FDR's library. It is not a large room, but rather cozy. It's easy to imagine FDR spending quiet time in this room. It also felt a little like a calm before a storm. Here is a picture of Lauren going over her notes before the discussion. 

The discussion began with Steiner introducing Wells and Finn, and providing a brief history on charter schools. Finn further expanded on the history of charter schools and noted there is no right way to charter. He believes deeply in "choice" and that we have a duty to provide that choice even at the expense of others. He does not have a problem with cherry picking (although, of course, he doesn't call it that), nor with students being counseled out,  nor with excluding certain students, like those with disabilities. He does not have a problem with educating a few at the expense of all others. It sounds very much like The Talented Tenth. Finn believes it is a moral obligation to educate that small number. He seems to believe those students would not get an education without the "choice" to bail out of public education. 

Personally, I found his conviction and stance to be closer to a savior complex, than to that of a person dedicated to education. It is far easier to educate the easiest students than it is to provide a great education to every student. I believe it is every child's right to have that great education. Finn appears to believe that only a select few have that right. It's interesting, but not surprising, since he had a rather exclusive education himself. Although, I doubt very much that Exeter's curriculum and practice look anything like what he thinks is a superior education for city kids. 

To be clear, the definition of "doing better than" and "great education" is actually just high standardized test scores. Of course, curriculum and practice that has the sole purpose of raising test scores, actually does do that. But is that education? Or is that training? 

Wells chose not to speak about charter schools directly. Instead, she discussed the need to educate all students. This wasn't just a fluffy statement. She spoke about meeting students where they are. Igniting curiosity. Recognizing that every student has gifts and they deserve an environment and highly qualified teachers to explore those gifts. In short, Wells talked about what every parent wants for their child, regardless of socio-economic status, classification, and zip code. 

The discussion then turned to Q&A. The NAACP moratorium on charter schools came up. Needless to say, Wells and Finn, and Steiner (who, oddly, had a lot to say in his role as "moderator"), had differing views. Wells was very clear in her support of the moratorium and why - deepening of segregation, student populations that don't look like the districts they operate in, funding that is stripped from the local school district to pay for charter schools, harsh discipline practices, high attrition rates, no backfill, co-locations of charter schools inside public schools, and so on. All of which distort "success." Needless to say, Finn does not have issues with most of this. He does not support the idea of "no-excuses," but everything else is fine.   

Let's be clear about what Finn extols - a separate and unequal system that lays waste to the supporting public infrastructure in order to get higher test scores. All else be damned. While there are "mom and pop" charters out there who are doing innovative work, the majority of what we have here in New Jersey and New York does not look like that. The rest of country is filled with charter schools we know nothing about. Mark Weber, aka Jersey Jazzman, has written about what we don't know. Read here. The point is a moratorium and research is needed so we know exactly what public money is being spent on, and frankly, if it's worth it.   

You can read the full text of the moratorium here. And a statement from Cornell Brooks, president and CEO of the NAACP here. 

One of the most difficult things to witness that evening was how Wells was treated. While she spoke, Finn did not look at her. He was visibly agitated by her comments, looking at the back of his hand, looking at the ceiling, frowning, sighing. I am not one who jumps to be offended, but I was wondering what bothered him more; the fact that's she's a woman, or that she's Black. Maybe it was both. Keep in mind, she was invited to be in this space to offer a counter opinion to a rosy view on charter schools. She was respectful. She did not make wild claims. And, her doctorate in education is worth just much as his. His behavior was more like a petulant 5-year-old than a 70-something scholar. Next time you want an echo chamber, don't bother to invite anyone else to speak.

It was a long day. It was also very clear there is a lot of work to be done. It won't end until every child in the US has the opportunity of a great education regardless of the zip code they live in. 

We Must Choose To Do Better

Last weekend I attended the Save Our Schools' Peoples March in Washington DC. Teachers, parents, public education activists, and civil rights activists from all over the country were on the steps of the Lincoln Memorial, on a hot and humid day, to tell the country that we have had enough. I brought my family with me. What better place to have my 17-year-old daughter see, live, participate in a living democracy? What better place to hear, firsthand, people like Jitu Brown and Reverend Barber speak? What better place for her to understand that when your government is not working, when the systems meant lift up all of us - especially public education - are not, then it is not only your right, her right, to speak up, it is also our duty to do so.

It is not radical to speak up. As a country, we've forgotten this. 

The quote above is from Rev. Barber's speech. I wanted to run up and hug him when he said it. It's the reason why I brought my daughter, had her volunteer as an info officer, and had her march with us to the Ellipse. Our children must see us trying. I don't ever want to be that person, have her ever be that person, who saw wrong, complained about it, and then did nothing. 

Silence is not an option. 

Julie Goes to Washington Part 2

Otherwise known as, It Was Supposed To Be Testimony on ESSA, But Really Was Testimony To The Influence of Gates Money. How's that for a title? Perhaps it's a bit wordy. However, it is how it felt walking into that conference room at USDOE on January 11th. If you missed watching the testimony on their livestream, I've posted a link to the day's testimony at the bottom of this post.

The synopsis of most of the testimony was, not surprisingly, test so there is equity, test so students with disabilities and English language learners have their civil rights upheld, test because we need accountability and without testing we won't have accountability, test so we have more data, test so we know which teachers suck, and when all else fails, what the heck, just test some more.

That's your plan? Testing, pseudo-accountability, and test some more? Could anything possibly be lazier? 

I'm going to piss off a few people by what I say next, but here's the deal, standardized tests are not going close educational gaps. It's not a civil right to be tested. If anything, it is a violation of your child's rights to be subjected to these tests especially if they are a student with a disability or/and English language learner. Tests that have not be validated, that are developmentally inappropriate, that serve no purpose other than to rank and sort them, their teachers, and their schools, are certainly not an example of a civil right. It’s more like a violation of FAPE.

It was appalling to listen to the policy directors from The Leadership Conference, La Raza, and MALDEF talk about testing, data, more testing, accountability by using the data collected from the tests. That's the best you can do for your constituents? It is LAZY.

It makes no sense until you look at who contributes money to them. We’re talking about tens of millions of dollars donated to them from The Gates Foundation to specifically push Common Core State Standards and the accompanying tests. I understand they need the money for all the really good work they do for the communities they serve. To say the least, it’s a shame their education policy flies in the face of all that other work.

When it comes to the National Urban League and Business Roundtable, I expect to see the business push. I expect them to be inappropriately forceful about testing and accountability because they very wrongly think they should have a say in P-12 education. Unsurprisingly, National Urban League has taken about $6.5 million from Gates to push their education policy agenda.

Are you seeing the pattern here? Lots and lots of money in exchange for influencing education policy at the highest level. They could have swapped their testimony it was that close in language and nature.

The majority of testimony ignored the very people these educational policies will influence – the children. It was shocking to listen a policy maker from the National Association of Charter Authorizers glibly tell all of us that if a charter school is failing to just close it. That’s it. Don’t have the charter participate in whatever the state’s version of a turnaround program is. Just close the school. I have no particular love of charters, but that statement lacked any recognition of the harm it would bring to the children in that school. This was about a business transaction, not about education, and certainly not about the negative impact of “just close the school”.

So where were the representative voices for the students? The parents? The teachers in the classrooms? Three teacher and two parents are certainly not enough. However, as far as I could tell, we were the only ones not being paid to be there.

When asked what I’d like to see in education policy, I say this, I want policy that is not LAZY. What we have had for 15 years is lazy. Shaping 13 years of a child’s education around standardized tests is lazy. I want to see joy in learning. I want students to be the center of education policy. I want teachers leading the way – they are after all, the people who are the experts. I want to see programs that look like the NY Performance Standards Consortium. I want students to be engaged, love to learn, love to share and demonstrate what they’ve learned. I want existing laws pertaining to special education to be enforced. I want school environments to be inclusive, to the largest extent possible, for all students. I don't think I'm asking for too much.  

  

See the full day's testimony here. Me at 55:00, Jamy Brice Hyde 1:16:23, Marla Kilfoyle 3:20:18, Melissa Tomlinson 4:55:32