Leo Challenges Eva at AFT/Shanker Institute

It is a good thing when Leo and the AFT take on the Evil Madness so openly in the Shanker Institute report: Student Discipline, Race And Eva Moskowitz’s Success Academy Charter Schools. I'm on the move, heading back to New York, so don't have time to read it all - I'm including it below. I noted this criticism from Leonie:

The continued insistence on the issue of backfilling I think is wrong-headed. Instead we should have data on attrition, which the state refuses to provide. Even if they backfill, does that negate the injustice of kicking out low-achievers? Moreover, if they do start backfilling, that will further disguise how many kids they kick out only to replace them with others. ... Leonie Haimson on Leo Casey's Shanker Institute report on Success Charter Discipline

Leo is Leonie's favorite person in the world as he so often attacks her when she dares to criticize the union's darling partners in crime in the de Blasio admin. When Leonie talks I listen but will take a closer look when I get home later.

Here's an excerpt:

At a recent press conference, Success Academy Charter Schools CEO Eva Moskowitz addressed the issue of student discipline. “It is horrifying,” she told reporters, that critics of her charter schools’ high suspension rates don’t realize “that five-year-olds do some pretty violent things.” Moskowitz then pivoted to her displeasure with student discipline in New York City (NYC) public schools, asserting that disorder and disrespect have become rampant."

Sure - suspending a 5 year old who does terrible things ought to work - work getting the parents to pull their kid and out them in a public school.


http://www.shankerinstitute.org/blog/student-discipline-race-and-eva-moskowitz%E2%80%99s-success-academy-charter-schools

Student Discipline, Race And Eva Moskowitz’s Success Academy Charter Schools

by Leo Casey -- October 19, 2015

At a recent press conference, Success Academy Charter Schools CEO Eva Moskowitz addressed the issue of student discipline. “It is horrifying,” she told reporters, that critics of her charter schools’ high suspension rates don’t realize “that five-year-olds do some pretty violent things.” Moskowitz then pivoted to her displeasure with student discipline in New York City (NYC) public schools, asserting that disorder and disrespect have become rampant.
This is not the first time Moskowitz has taken aim at the city’s student discipline policies. Last spring, she used the editorial pages of the Wall Street Journal to criticize the efforts of Mayor Bill De Blasio and the NYC Department of Education to reform the student code of conduct and schools’ disciplinary procedures. Indeed, caustic commentary on student behavior and public school policy has become something of a trademark for Moskowitz.

The National Move to Reform Student Discipline Practices
To understand why, it is important to provide some context. The New York City public school policies that Moskowitz derides are part of a national reform effort, inspired by a body of research showing that overly punitive disciplinary policies are ineffective and discriminatory. Based on this research evidence, the American Academy of Pediatrics, the American Psychological Association and School Discipline Consensus Project of the Council of State Governments have all gone on record on the harmful effects of employing such policies. The U.S. Education Department, the U.S. Justice Department, civil rights and civil liberties organizations, consortia of researchers, national foundations, and the Dignity in Schools advocacy coalition have all examined the state of student discipline in America’s schools in light of this research.1

Their findings? Suspensions and expulsions, the most severe forms of school discipline, are being used excessively in American schools, often for such minor infractions such as “talking back” or being out of uniform. Further, these severe punishments are being applied disproportionality to students of color, especially African-American and Latino boys, students with disabilities and LGBT youth.

As a result of these data, the U.S. Education Department and U.S. Justice Department issued guidance to schools, based on their finding that discriminatory uses of suspensions and expulsions were in violation of Title IV and Title VI of the 1964 Civil Rights Act. Since this guidance came from the federal agencies that are charged with the enforcement of the Civil Rights Act, it added the force of the law to the powerful moral arguments for addressing the problem of discriminatory discipline. School districts and schools, public and charter, took notice. The more progressive minded, such as the new de Blasio administration of the New York City Department of Education, began to reform their disciplinary practices in accord with these regulations. As a consequence, the suspensions and expulsions from New York City’s public schools have been dramatically reduced.
Moskowitz makes no explicit mention of these developments in her attacks on the de Blasio administration, although a careful reading shows that they are a calculated response to them. Instead, with unverifiable anecdotes, cherry-picked statistics, and out-of-context quotations, Moskowitz dismisses New York City’s student discipline reforms as “edu-babble” and “nonsense.”2
In a revealing video interview that accompanied the Wall Street Journal op-ed, editorial board member Mary Kissel launches the conversation by declaring that the “Obama administration wants laxer discipline standards for minorities in public schools.” Moskowitz does not disagree. Under the cover of attacks on the policies and practices of New York City public schools, Moskowitz has delivered a shot across the bow of President Obama, retiring Secretary of Education Arne Duncan and incoming Acting Secretary John King. The message is, if you choose to enforce civil rights law when it comes to discipline in Success Academy charter schools, expect an all-out political war.

The Data on Success Academy Schools
Why would Moskowitz feel the need to lay down a gauntlet in opposition to a president and two secretaries of education who have all been vigorous charter school supporters? For that matter, why take on the entire civil rights community? To answer these questions, I decided to take a look at the data on suspensions from New York City schools, both public and charter. There are three repositories of these data: the Civil Rights Data Collection of the U.S. Education Department; the School Report Cards of the New York State Education Department; and the school discipline data reports of the NYC Department of Education to the City Council, as required by New York City’s Student Safety Act. (The UCLA Civil Rights Project provides a user friendly portal for viewing the federal data and, while the Student Safety Act data is not available on the internet, the New York Civil Liberties Union publishes useful annual Suspension Data Fact Sheets.) With three different repositories of data, one would think that it should be a simple matter to locate accurate information. But the reality is rather different.

Take the data published by the U.S. Education Department: The most recent available dataset is for the school year 2011-12, when the New York City Department of Education was under the administration of Mayor Michael Bloomberg. Bloomberg’s NYC DoE reported suspension rates of 1.7 percent for secondary school students and 0.3 percent for elementary school students, figures which were far below the seven percent suspension rate it had provided under the Student Safety Act.3
But this inconsistency pales next to the data for Moskowitz’s Success Academy Charter Schools: Across all Success Academy schools, just two suspensions were reported to the U.S. Department of Education for 2011-12. During the same year, hundreds of suspensions were reported to the New York State Education Department, for an overall suspension rate of 17 percent.4
The numbers that Success Academy chose to report to the federal government were not only so radically at variance with those reported to the New York State Department of Education, but also so obviously wrong, as to appear contemptuous of the charter networks’ obligations under federal civil rights law.5
To provide the most complete picture possible of what is happening in both the Success Academy schools and regular New York City public schools, it was necessary to gather data from a number of different sources. Let us start with most recent dataset, for the year 2013-14, which was published late last spring as part of the New York State School Report Cards. According to the state data, in 2013-14, Success Academy Charter Schools had a total of 728 suspensions for a suspension rate of 11 percent, while the New York City public schools had a total of 9617 suspensions for a suspension rate of one percent.
We know that the NYC public school data is understated, however, because (just as in the case of its report to the U.S. Education Department cited above) only the most serious suspensions are ever reported to the New York State Education Department. Upon request, the New York City Department of Education supplied the Shanker Institute with the total number of all suspensions for the 2013-14 school year. These data showed 53,504 suspensions; yielding an annual suspension rate of five percent.6
From the standpoint of Success Academy, therefore, the most charitable reading of these numbers is that the charter school network suspended its students at more than double the rate of the New York City public schools, eleven percent to five percent.7
But these numbers are only the beginning of the story. New York charter school management has defended student suspension rates in their schools that are much higher than those of New York City district schools on the grounds that they educate more students with challenges – students living in poverty, students with special needs, and English Language Learners. The New York State Education Department data includes a fairly robust set of student demographics that make it possible to test this claim by comparing the student demographics of Success Academy charter schools and New York City public schools for the 2013-14 school year.8
In fact, on the most important measures, the student demographics of Success Academy schools indicate a lower need student population than are served by New York City public schools as a whole: while 81 percent of New York City public school students are “economically disadvantaged,” 74 percent of Success Academy students fall into that category; while 18 percent of New York City public school students have “learning disabilities,” 14 percent of Success Academy students fall into that category; and while 15 percent of New York City public school students are English language learners, only 5 percent of Success Academy students fall into that category.9
Thus, insofar as one credits the argument that a student population with greater needs will necessarily have more problems with behavior and more student suspensions, Success Academy schools should be suspending fewer – not more – students than the New York City public schools.
Why Age Matters
There is one more key issue of comparability that is often lost in these discussions: the age of students. As students enter into adolescence, misbehaviors generally increase and disciplinary consequences for those misbehaviors (such as suspensions) tend to climb in number. For a true “apples-to-apples” comparison, we should look at data for students in the same age groups. As it happens, during the years discussed here, Success Academy Charter Schools served no high school students and had very few students in middle school – in fact, over 90 percent of their students were in the elementary school grades of K through 5.
To adequately compare suspension rates in Success Academy Charter Schools with rates in the New York City public schools, we requested that the New York City Department of Education provide the Shanker Institute with a breakdown of student suspensions by grade level: In 2013-14, the elementary school grades had 6,634 suspensions, the middle school grades had 18,873 suspensions and the high school grades had 27,997 suspensions. That is, the elementary school grades accounted for nearly half of all New York City public school students (47 percent), but only 12 percent of all suspensions; the middle school grades accounted for 22 percent of all students, but 35 percent of all suspensions; and the high school grades accounted for 31 percent of all students, but 52 percent of all suspensions. In other words, in 2013-14, there was 1 suspension for every 67 students in the elementary school grades of New York City public schools and one suspension for every 11 students in the middle and high school grades. By contrast, in Success Academy Charter Schools, there was one suspension for every nine students in 2013-14, and these students were overwhelmingly concentrated in the elementary school grades – a higher suspension rate than for New York City public middle and high school students. Shockingly, when students of the same ages were compared, Success Academy Charter Schools was suspending students at a rate roughly seven times greater than in the New York City public schools.10
The Matter of Race
What were the race and ethnicity characteristics of Success Academy’s suspended students? Only the Civil Rights Data Collection of the U.S. Department of Education requires that districts and schools report the race and ethnicity of suspended students; but, as previously noted, since Success Academy reported only two of its hundreds of suspensions to the federal government, we have no direct source of information on this matter. We do know, however, that in the 2013-14 school year, seven of the eighteen Success Academy charter schools (Harlem Success I through V, Bed-Stuy Success I and Bronx Success I) accounted for nearly 90 percent of all suspensions, with suspension rates above the average for all Success Academy schools. In each of those schools, the combined share of African-American and Latino students was in the high 90 percent range.
While Success Academy is on the extreme end of the spectrum, the problem of excessive suspensions for African-American and Latino students runs deep across the charter school sector in New York City, as the Advocates for Children’s report, “Civil Rights Suspended,” has documented.
The challenge posed to Success Academy and similar charter schools by the U.S. Department of Justice and U.S. Department of Education’s guidance on student discipline is serious. To be in conformance with civil rights law, these schools will need to make radical reforms to their “no excuses” school culture and practices. Now that Moskowitz has laid down the gauntlet on this issue, many eyes will be on the Obama administration for its response. Changing policies, practices and cultures to make schools into safe and welcoming places that do not resort to the excessive and discriminatory use of suspensions and expulsions is hard, challenging work.
Educators across the country will be watching closely to see if all schools are required to take it on. If the greatest transgressors of federal civil rights law are given a bye for political reasons, it is hard to see how the law can be successfully enforced anywhere. Public scrutiny of the issue is bound to grow in the wake of John Merrow’s powerful PBS News Hour piece on Success Academy’s suspension policy. The Obama administration’s initiative to end excessive and discriminatory suspensions and expulsions will ultimately stand or fall on its willingness to take on those, such as Moskowitz’s Success Academy Charter Schools, who openly refuse to abide by federal civil rights law.
Perhaps the specter of having to make these student discipline reforms was, by itself, sufficient cause for Moskowitz to take on the Obama administration, Duncan, King and the entire civil rights community. But it is not the only issue; Success Academy’s student discipline policies are also intimately tied to its practice of refusing to “backfill” empty student seats. I will take up the issue of “backfilling” in a follow-up post on Success Academy Public Schools.
*****
ENDNOTES
1 See the work of the U.S. Department of Education, the NAACP Legal Defense Fund, the Advancement Project, the American Civil Liberties Union, the UCLA Civil Rights Project, Discipline Disparities: A Research to Practice Collaborative, the Atlantic Philanthropies, and the advocacy coalition Dignity in Schools.
2 By way of illustrations, consider the following two examples: First, there is the claim in Moskowitz’s op-ed, repeated in the video interview, that “4 percent of New York City high-school students carry a weapon to school; 2 percent carry a gun.” These statistics do not reflect the actual numbers of students who were found in possession of a weapon in their school – despite the fact that in New York City, the penalty for possession of a weapon in school is a suspension, and thus appears in the suspension data. But it appears that the real numbers were too low to suit Moskowitz’s purposes, since she claims to have obtained her alternative numbers from the NYC Department of Health and Mental Hygiene epidemiological report, “Firearm Deaths and Injuries in New York City,” a report that incorporates data from the NYC Youth Risk Behavior Survey. A fuller examination of this survey provides a different picture of school safety than Moskowitz portrays. Since 1997, the numbers of New York City high school youth who reported carrying a weapon of any sort have fallen by more than half, and the numbers who reported carrying a gun have been halved. Indeed, the rate of weapon and gun carrying among high school age youth in New York City is well below the national average. Moreover, the numbers of youth carrying weapons are not uniformly spread across the city, but concentrated in neighborhoods of high poverty – the South Bronx, Harlem and Central and Northern Brooklyn: the rates of firearm violence (death and injury) among high school and college age youth in these areas were at least twice the City’s average. Now that Success Academy has begun to open its own high schools, one could employ Moskowitz’s logic in this op-ed to Success Academy charter high schools located in its areas of concentration in the South Bronx, Harlem and Central and Northern Brooklyn, and conclude that 8-10 percent of their students would be carrying a weapon in school. It is a safe bet that when it comes to assessing the safety in her own schools, the CEO of Success Academy will be returning to the statistics of students actually found in possession of a weapon in school that she was so quick to disregard in discussing public high schools.
Second, Moskowitz mocks the use of “restorative practices” in New York City public schools by ridiculing a quote from a website, which has no connection either to New York City schools or to any of the significant forces in the movement to reform student discipline. The NYC Department of Education discipline code includes a description of the restorative practices that should be employed in city schools, explaining how practices such as peer mediation can be used to resolve student conflicts and disputes before they escalate into violence. But Moskowitz ignores this authoritative information.
3 New York City public schools distinguish between “Principal” suspensions, used for less serious misconduct and limited to no more than five days of suspension, and “Superintendent” suspensions, used for more serious misconduct and extending for as long as a year. As the name suggests, it is in the authority of the Principal to issue a Principal suspension, but a Superintendent suspension requires the approval of the Superintendent and a more formal and quasi-legal due process hearing conducted by the NYC Department of Education. Under Bloomberg, the NYC Department of Education appears to have been reporting only Superintendent suspensions, which accounted for only 19 percent of all suspensions. Since the U.S. Education Department category is “out of school suspensions,” which would cover any loss of school days, there would not appear to be a plausible reason for reporting only Superintendent suspensions.
4 There were seven Success Academy charter schools which had been in existence long enough to report data to the U.S Education Department for its 2011-12 report: five Harlem Success Academies and two Bronx Success Academies. There is an anomaly in the corresponding New York State Report Card for Bronx Success Academy 2, which is missing data for attendance and suspensions. I therefore calculated the overall figures for Success Academy using the six schools with data. In the next year of the New York State Report Card, which includes data for all seven of the original Success Academy schools and an additional two new schools, the overall suspension rate rose to 19 percent.
5 In the years of the Bloomberg administration, Moskowitz had a close ally on student discipline and other issues leading the NYC Department of Education. Over the course of the decade ending in 2011-12, suspensions in the Bloomberg-run NYC public schools more than doubled. So long as the disciplinary policies of the New York City public schools were increasingly punitive, Success Academy had cover for its own policies. But, with changes in student discipline policies arising under the de Blasio administration and the new leadership at the NYC Department of Education, the Success Academy’s record has become increasingly vulnerable.
6 For the 2013-14 student registers in New York City public schools, I have used the numbers from the Department of Education’s public portal.
7 In her Wall Street Journal op-ed, Eva Moskowitz states that there is an 11 percent suspension rate in Success Academy charter schools, as opposed to a four percent suspension rate in New York City public schools, but does not provide a source for these numbers.
8 There are two missing data points that, if they had been provided, would make the comparison more complete. While the NYSED demographics do include students with disabilities, it does not distinguish between those students with minimal disabilities and those students who have more serious disabilities. And while the NYSED demographics do include a measure of economic disadvantage which is more sophisticated than the crude free and reduced lunch status measure that is often used as a proxy for poverty, it does not break out homelessness, which is the most severe form of economic disadvantage. 
9 What is particularly striking about the lower levels of need in the Success Academy student population is that their charter schools have been sited in the historically highest need communities of New York City – Harlem, the South Bronx, and Northern and Central Brooklyn – which should have led to higher, not lower, levels of need. These results would give credence to the claims that Success Academy charter schools have been “creaming” these communities, enrolling a disproportionate number of students that have low levels of need.
10 A more precise estimate would be possible if city, state and federal education authorities required all schools and districts to report their suspensions by grade level. This is a needed policy adjustment.

So-Called Civil Rights Leaders Support Testing Despite history of Tests used to violate civil rights Plus UFT Uses them as Excuse to Waffle on Opt Out

Doing the Bidding of Their Corporate Funders, These 12 Paid For Groups Denounce the People's Movement to Opt Out of High Stakes Testing... Sam Anderson

...the notion that subjecting students to high-stakes tests is a “civil right” is inherently misguided... High-stakes standardized tests, rather than reducing the opportunity gap, have been used to rank, sort, label, and punish students of color.”..... NPE press release

A turn in the road: We Demand --- more tests?

I heard the line once again the other day from someone who works at the UFT - that the UFT won't jump on the opt out bandwagon so as not to insult the Bill Gates bought so-called civil rights leaders who support testing. But why be surprised. The UFT/AFT are also bought by Bill Gates.

I have more respect for Sam Anderson as a black leader than all of these people. Look what these so-called leaders say:

But we cannot fix what we cannot measure.  And abolishing the tests or sabotaging the validity of their results only makes it harder to identify and fix the deep-seated problems in our schools.”

We cannot fix what we cannot measure? How about the income disparity in communities of color? Do we need to measure that before raising the minimum wage, which would have a beneficial impact way beyond testing their kids?

We need to not be afraid to challenge these people and the UFT excuses - we should toss the NPE press release in their faces.

PRESS RELEASE: Network for Public Education

Response to The Leadership Conference on Civil and Human Rights Statement on Opting Out

May 5, 2015 Civil Rights, NPE, Press Release, Testing / Opting Out

For Immediate Release
Robin Hiller Executive Director, Network for Public Education
Phone (520) 668-4634
Email  robin@networkforpubliceducation.org

Today, The Leadership Conference on Civil and Human Rights led 11 civil rights groups into a national disagreement with students who have exercised their constitutional political free speech rights and chosen to opt-out of high-stakes testing.

The Network for Public Education supports those who choose to opt out, because we believe these tests are now causing harm to students, and to the cause of educational equity. Seattle teacher Jesse Hagopian has written a response to The Leadership Conference of Civil and Human Rights’ statement, which the Network for Public Education shares here. He states, “High-stakes standardized tests, rather than reducing the opportunity gap, have been used to rank, sort, label, and punish students of color.”
We support opting out of high stakes tests because:

• There is no evidence that these tests contribute to the quality of education, have led to improved educational equity in funding or programs, or have helped close the “achievement gap”.
• These tests, particularly those associated with the Common Core, have become intrusive in our schools, consuming huge amounts of time and resources, and narrowing instruction to focus on test preparation.
• These tests have never been independently validated or shown to be reliable and/or free from racial and ethnic bias.
• Instead the Common Core exams are being used as a political weapon to claim huge numbers of students are failing, to close neighborhood public schools, and fire teachers, all in the effort to disrupt and privatize the public education system.

Thus, the notion that subjecting students to high-stakes tests is a “civil right” is inherently misguided.
Dr. Julian Vasquez Heilig, Professor of Educational Leadership and Policy Studies and NPE board member stated, “The alleged benefit of No Child Left Behind and national required annual high stakes testing was to unveil the achievement gaps, and by doing so, close them. After more than a decade of high-stakes testing this never happened. Instead, thousands of neighborhood schools— the anchors of communities, especially in poor and minority neighborhoods — were closed and their students sent to another low performing and poorly resourced school much further away from their home.”
The Leadership Conference on Civil and Human Rights argued that data obtained through standardized tests are “the only available, consistent, and objective source of data about disparities in educational outcomes.” This statement is completely false. There is reliable disaggregated national data available from NAEP. There are a number of student outcomes available to consider the success of students, schools, districts, states and the nation. More importantly, we must pay closer attention to data that demonstrate the differences in opportunity between schools.
While persisting inequality between schools is our real challenge, the political framing supported by testing is instead a focus on the failure of our students and teachers in our public system. This rhetoric is then linked to school “reform” policies that have made the real agenda very clear—continuing to underfund schools and replace our locally controlled public school systems with privately controlled schools. Private control allows the opportunity to profit from equally under resourced and poor-performing charters, for-profit on-line schools, and vouchers for private schools (which opt-out of testing). Without democratic control, these schools are free to create a constant churn of temporary teachers whose work is largely reduced to worksheets and canned software programs for test preparation.
The Seattle NAACP recently urged parents to opt out of the SBAC test, and stated:

Using standardized tests to label Black people and immigrants as lesser—while systematically underfunding their schools—has a long and ugly history.
It is true we need accountability measures, but that should start with politicians be accountable to fully funding education and ending the opportunity gap. The costs tied to the test this year will run into the hundreds of millions of dollars. If the State really wants students to achieve academic performance at higher levels these dollars should be put in our classrooms and used for our children’s academic achievement, instead of putting dollars in the pockets of test developers.

The use of high-stakes tests has become part of the problem, rather than a solution. We reiterate our support for parents and students who choose to exercise their political free speech and opt out of high stakes tests, and call on our nation’s leaders to shift policies away from these tests.

And also see:

Mercedes Schneider: Why Did Only 12 Civil Rights Groups Oppose Opting Out?

Where is the Right Wing on the Charter Takeover of Local Education?

How interesting that the right opposes common core because they see it as mandates from the federal government but ignores parent trigger laws and the charter school movement, which are more invasive takeovers of local education control - by both government fiat (see NYState Cuomo backed charter give-away law removing mayoral authority to charge rent or deny space in public schools.)

On the surface, the right and tea partiers support movements that kill teacher unions by signing onto the phony "choice" concept. In reality, the charter movement removes choice from local communities that pay for and support their public school. An outside charter management organization like KIPP, by gaining political support from outside the community - say the governor or state legislature - can force a community to divert funds from its own schools to support an invading charter.

In essence, this boils down to the very same issue the right is complaining about when it comes to the common core.

Glenn Beck, where are you?

Civil Rights Leaders Take On Obama/Duncan on Ed Deform?

I'm reposting from this morning with a load of updates:

July 26, 12pm - (See below for original story - not the most organized way to do this but it is beautiful outside.)
 
"This is really tough talk, and it is about time that America’s civil rights leaders are speaking up. The only question is whether anybody in the Obama administration is actually listening."

-----Valerie Strauss at The Answer Sheet WAPO blog

Valerie is fast becoming our new heroine. But more on her later.



Word is that Obama is speaking on Thursday to the Urban League to defend his ed policy and sources say that was a major part of today's cancellation. I have links to two major stories on Norms Notes:

Download here:

http://www.otlcampaign.org/resources/civil-rights-framework-providing-all-students-opportunity-learn-through-reauthorization-el

Sam Anderson responded to the email I sent out this morning:

The National Black Education Agenda (NBEA) is still operating and plan to have a national public response to the National Standards miseducation policy. Foir those who don't know about the NBEA, go to: blackeducationnow.org.

We plan to insist on a meeting with the President and the Ed Dept director. The "WE" are prominent Black educators as well as in-the-ed-trenches educators, parents and community members from across Black America.

The NAACP at their last week's convention came out with a resolution OPPOSING charter schools. This was a grassroots effort that had to fight some of the national leadership who give uncritical support to the Obama administration. I think this is a very good victory for the progressive Black educators specifically and progressive educators in general. and we should spread that resolution far and wide once it becomes public.

In Struggle,

Sam Anderson

Here is the Ed Week story with an excerpt:

Civil Rights Groups Call for New Federal Education Agenda

By Michele McNeil on July 26, 2010 10:00 AM | No Comments | No TrackBacks Seven leading civil rights groups, including the NAACP and the National Urban League, called on U.S. Secretary of Education Arne Duncan today to dismantle core pieces of his education agenda, arguing that his emphases on expanding charter schools, closing low-performing schools, and using competitive rather than formula funding are detrimental to low-income and minority children.

The groups, which today released their own education policy framework and created the National Opportunity to Learn campaign, want Duncan to make big changes to his draft proposal for reauthorization of the Elementary and Secondary Education Act. 

What's even more interesting is that a big event planned to release the framework this morning in conjunction with the National Urban League's annual conference was mysteriously cancelled (or postponed, depending on whom you ask) after a lot of press releases went out last week trying to drum up interest.

 And here is some interesting analysis by Valerie Strauss, who is turning out to be MAJOR for the side of the good guys. Note her use of the word "skewer" which you have to love.

Valerie Strauss in WAPO: Civil rights groups skewer Obama education policy

http://voices.washingtonpost.com/answer-sheet/education-secretary-duncan/civil-rights-groups-skewer-oba.html#more

It is most politely written, but a 17-page framework for education reform being released Monday by a coalition of civil rights groups amounts to a thrashing of President Obama’s education policies and it offers a prescription for how to set things right.

You won’t see these sentences in the piece: “Dear President Obama, you say you believe in an equal education for all students, but you are embarking on education policies that will never achieve that goal and that can do harm to America’s school children, especially its neediest. Stop before it is too late.”

But that, in other nicer words, is exactly what it says. The courteous gloss on this framework can’t cover up its angry, challenging substance.

But it gets better, as Valerie non only uses the word "ouch" but goes so far as a "double ouch." This may be a record for "ouches" though we can hope one day to see a dreaded triple.

“The Race to the Top Fund and similar strategies for awarding federal education funding will ultimately leave states competing with states, parents competing with parents, and students competing with other students..... By emphasizing competitive incentives in this economic climate, the majority of low-income and minority students will be left behind and, as a result, the United States will be left behind as a global leader.”

Ouch.
About an expansion of public charter schools, which the administration has advanced:
“There is no evidence that charter operators are systematically more effective in creating higher student outcomes nationwide....Thus, while some charter schools can and do work for some students, they are not a universal solution for systemic change for all students, especially those with the highest needs.” 

And there’s this carefully worded reproach to the administration:
“To the extent that the federal government continues to encourage states to expand the number of charters and reconstitute existing schools as charters, it is even more critical to ensure that every state has a rigorous accountability system to ensure that all charters are operating at a high level.” 

Double ouch.

But there’s more.

Jeez, she almost hit the triple. I'm getting orgasmic; better not to go there. 
But you go there and read it all.


I also read this morning that Al Sharpton was originally signed on to the report, but later on wasn't. Probably not any money in it for him.


------------------------
Original post

July 26, 8am
Are Civil Rights Leaders Going to Take an Anti-Obama/Duncan Position on Education?
Or were they and now are backing off?

Today a major event was scheduled that would skewer race to the top and other Ed Deform plans. The very idea of major civil rights leaders taking down the ed deform bull that people like Joel Klein and Eva Moskowitz and Michael Bloomberg are leading a civil rights battle would make a powerful statement.

Now suddenly we get this email a few minutes ago:

The briefing to release the Framework for Providing All Students an Opportunity to Learn scheduled for Monday at 10 a.m. at the Grand Hyatt has been postponed.

A copy of the framework can be downloaded at http://www.otlcampaign.org after 10 a.m. on Monday morning, July 26, 2010.

Those interested in scheduling interviews about the framework, please call Kari Hudnell or Stephanie Dukes at 202-955-9450.

I won't be home until later this morning but I suggest people call to schedule an interiew and ask why they cancelled the press event. Were pressures brought to bear by the Obama administration? Bloomberg? Billionaires like Gates and Broad threatening loss of funding? Who knows?

After burn:
Framework is here:
http://www.otlcampaign.org/resources/civil-rights-framework-providing-all-students-opportunity-learn-through-reauthorization-el

OK for Scarsdale, Off Limits to City Kids

From my first days as a teacher, I felt the the key to reading well was an interest and joy in reading.

So, what comes first? An enriched curriculum that will create a need to read or a skill-based reading program based on a data and accountability program? Scarsdale, the gold standard of school districts, increasingly pushes the boundary in the direction of enrichment.

An article in Sunday's NY Times, Scarsdale Adjusts to Life Without Advanced Placement Courses, talks about the change from a focus on teaching to the Advanced Placement Tests toward a more enriched curriculum in AP courses.

A handful of exclusive private schools, including Ethical Culture Fieldston, Dalton and Calhoun in New York City, have abolished Advanced Placement courses in recent years, but Scarsdale has set a precedent for high-achieving public schools.

A year after Scarsdale became the most prominent school district in the nation to phase out the College Board’s Advanced Placement courses — and make A.P. exams optional — most students and teachers here praise the change for replacing mountains of memorization with more sophisticated and creative curriculums.

Bruce G. Hammond, executive director of the Independent Curriculum Group, a network of private schools that do not teach to standardized tests, said that many private and public schools chafed under the limitations of Advanced Placement courses, and would drop them if not for opposition from parents.

Now comparing AP courses in Scarsdale with the way kids in the inner city are being taught in the test and data driven world of the NYC school system may look like a classic case of trying to compare apples to oranges.

I don't agree. I have heard Joel Klein and his minions talk about equity and the civil rights struggle of our times. But when challenged about the narrow casting of the curriculum that has resulted from his data and accountability emphasis, he has said that first kids need to read well before they can take full advantage of an enriched curriculum.

I beg to differ.

The primary motivation in reading development is a need to read and many kids who struggle don't feel that need. Reading in a world of test prep equals tedium and with the pressure and threats of being left back added, becomes an often joyless exercise.

Build an enriched curriculum and they will come. And improve their reading in surprising ways. Of course, there are often some techinical issues, like poor phonics, that may interfere in the process, but those are relatively easy to solve.

Reading well is based so much on vocabulary, which expands in the context of experiential learning. Poor vocabulary development is one of the major gaps in the so-called achievement gap and it takes years to overcome.

The lessons about test prep being learned in Scarsdale (a system run by real educators – would they ever pick a Joel Klein for Superintendent?) should be applied to a broader base.

The Klein/Leibman model denies urban kids the same kinds of opportunities given to wealthier kids by restricting their learning to things that can be measured, leading to the creation of an even larger gap.

Talk about lack of equity. Bringing the apples and oranges of the inner city and the wealthy suburbs into alignment is the true civil rights issue of our times.

The Achievement Gap and Civil Rights

Is a dropping percentage of African-American teachers in urban areas contributing to THE DREADED ACHIEVEMENT GAP?

An article in the Philadelphia Daily News (posted at Norms Notes) states:

The percentage of African-American teachers is declining, and now stands at its lowest point in decades.

And students are suffering as a result, a growing body of research shows. One national organization found that increasing the percentage of black teachers is directly related to closing the so-called achievement gap - students of color lagging behind white peers.

Now, I'm always suspicious when I see the words "a growing body of research" without citing the actual study, as is the want for so many ideologues who talk about "studies" that debunk the benefits of low class size or how teacher quality is the most factor (without defining what the words "teacher quality" mean) or the 45 teachers used in a "major" study that claiming that Teach For America teachers outperform other teachers.

However, this throws an intriguing element on the table when the EEP Klein/Sharpton acolytes talk about the AG being "the civil rights issue of our time." Sure. Let's have a civil rights movement in education, but leave African-American teachers behind. Hmmm. Do we need a federal No African-American Teacher Left Behind? Let's see: NAATLB. Not bad. Just trying saying it 10 times real fast.


Teachers in NYC, led by my Independent Community of Educators colleague Sean Ahern, have been harping on this issue for years. Sean talks about the "whitening of the teacher staff." In NYC where numerous Teach for America recruits have entered the school system, it was pointed out to me the other day that TFA does not recruit at the City University of New York, where they might actually tap into a source of many students of color.

In fact, due to Sean and some other ICE'ers, ICE will be discussing the issue at this Friday's meeting (see the ICE blog for details if you want to come down and jump in.) Ed Notes has reported on the dramatic drop in the percentage of new hires of African-Americans (from 28% to 15%) in the BloomKlein years (here, here and the black educator blog.)

I support the concept of diversified teaching staffs. All kids should be exposed to teachers of different backgrounds. White kids should have enough black teachers so they don't come to see the world in a narrow framework. African-American kids should not see only white teachers. But does such exposure make a major difference academically?

I have never bought into the idea that having teachers of the same race has an enormous impact. My school had many African-American teachers and there did not seem to be much of a difference in terms of student performance, behavior, etc. Some were great teachers. Some not so great. About the same ratios as Hispanic and white teachers. But that was a very small sample.

There were entire districts (16 for instance in Bed-Stuy in Brooklyn) that under community control from 1968-2002 hired enormous numbers of Black teachers, to the extent that there were whispers that white teachers were not welcome in some schools. While there are many factors involved, the performance of students in District 16 was generally abysmal. And friends who taught in District 16 reported the same kinds of impact I saw in my school.

On a larger stage, while I don't have any figures, the Washington DC school system supposedly has a majority of black teachers and has been lambasted for poor performance. That adds an interesting (and surprisingly unreported) backdrop to the current attack on DC teachers and their union by Michelle Rhee and Mayor Fenty, who is black. Is there an undercurrent of an attack on civil rights going on - for teachers?

I'm open to hearing all points of view on this issue. Expect a spirited debate at the ICE meeting tomorrow. I think I'll wear a helmet.

Joel Klein and Michael Bloomberg Raise Civil Rights to New Heights

NYCDOE Civil rights Agenda Vaporized by Anti-Matter

From Ed Notes News:

The BloomKlein administration has explained the drop in the number of black teacher hires in the BloomKlein years from 27.2% in 2001/02 to 14.1% in 2006/7 (from 1990 - 2002 when Bloomberg took over the city schools, it rose steadily from 16% - 27%) as a new surge in their struggle for civil rights. (See ednotes here and report from the black educator blog.)

"Every black teacher we keep from teaching in the city schools is a victory for civil rights," said a public relations spokesperson for Tweed. "We're protecting them from abusive principals who graduate from the Leadership Academy. How responsible would we be if we let them walk into schools run by these ogres? Thousands of potential black teachers have been saved from cruel and unusual punishment. To not have reduced the black hires in half, it would be like reversing the emancipation proclamation and returning them to slavery. Or at the least, indentured servants, as so many of the teachers have been complaining about."

Klein's buddy John McCain agreed with the principle - keeping Obama out of white house is a civil rights issue of our time. "Did you see what crap G.W Bush looks like after 8 years," said a spokesperson? "We know Black Americans have greater health issues than whites and protecting Obama's health is a civil rights issue."

Bloomklein defend widening of achievement gap
Eduwonkette reported:

"On New York State Tests, A Growing Achievement Gap Between White/Asian and Black/Hispanic New York City Students

The achievement gap in New York City has increased in the last five years, and the decreases in the achievement gap in grade 8 ELA have come at the expense of white and Asian students.

Coupled with my analyses of NAEP achievement gaps - which also showed no progress and in some cases growing gaps - these findings are quite troubling."

"Another victory for civil rights," said Tweed. When asked to explain, the response was, "We run everything and don't have to tell you anything. Go FOIL it."


"What about the fact that NYC schools seem to be more segregated than when you took over the schools," an ENN reporter asked?

"Civil rights, civil right, civil rights. FOIL, FOIL, FOIL," was the response as the phone was slammed down.

Credit Recovery: The Civil Rights Issue of Our Time

If the NY Times says education is a civil rights issue, it must be so.

In 10 Things I Learned in Summer School Credit Recovery, Learners Inherit at Chancellor's New Clothes exposes the fault lines in the Sharpton/Klein promotion that they are addressing the achievement gap, which Klein loves to brand as "the civil rights issue of our time."

1. Students are only required to attend 4 out of 10 days to receive a passing grade and full credit.

Obviously, graduating people who show up 4 out of 10 days is a way to fight for civil rights.

When teachers take a few days past their 10 allotted, they get nasty letters in their files. And sometimes, even U-ratings. What kind of message are we sending to our kids when they see that happen to their teachers?

We can't wait to hear from the business comunity when their workers show up 40% of the time.


And they're so interested in quality teachers.

5. Not having posters on the walls of a classroom during a ten day course is cause for receiving “2″ out of “5″ on an evaluation.

Note how the pro-Bloomberg/Klein press in NYC and the pundits nationwide ignore this aspect of raising the grad rates as they report on Klein and Sharpton traipsing around the country promoting the civil rights issue of our time. (Does anyone in the press ever ask Klein and Michelle Rhee how they have so much time to promote a political agenda when they have large school systems to run? I never had all that time as a classroom teacher.)

This is actually racist policy of using a phony system of making it look like kids are being educated when in fact they are unprepared for the job market.

So who will the corporate/business community world blame since the union obstruction is feeble? Watch the BloomKlein spin doctors after they leave start crying how it is not their fault but that political insterest like the union were able to rear their heads once they left.

Civil Rights for Suburbs, Mayoral Dictatorship for Cities

Those great civil rights activists Joel Klein, Michelle Rhee and Al Sharpton believe in the dual education system. White suburbs get to run their schools. Black and Hispanics in urban areas get no say in schools run by dicatorial mayors who put in chancellors with no experience in education (think it shows?)

The very idea of Joel Klein as Superintendent in towns like Scarsdale and Great neck would create howls of laughter.

Don't Build It So They Won't Come

Manhattan Borough President Scott Stringer (our hero for appointing Patrick Sullivan to the PEP - see the upcoming video of Patrick at last night's meeting in the posting after this) has released a report showing that with the building boom in Manhattan, there has been no provision made for schools. See the details over at Norm's Notes.

The one school they planned for fell through

What kind of income does it take for a family to buy an apartment in Manhattan today? Bloomberg assumes most will go to private school. Wouldn't it be cheaper to provide say a $10,000 subsidy for each family to help them pay for private schools? Oh, I forgot. That's a voucher system. The real BloomKlein plan was to use the proposed Jest Stadium on the west side as a 70,000 seat school during the day. It would have worked, though lunch duty would have been a bitch.

Here's a better idea. Don't build it so they won't come. No schools and we can make Manhattan a child free zone.

On a more serious note, I was speaking to a parent with a child at PS 3 in the West Village who is very happy with the education there. She says it has been a very diversified school with students from other areas of Manhattan. A number of people she knows like the diversity. But now the DOE is forcing them to limit to the neighborhood and the school is becoming segregated- meaning white. Another plank in Joel Klein's "Shame of the Nation" speeches to the black community.

Half the teaching staff is very experienced and excellent she says -- a great balance and giving lie to the attitude at the DOE that long-time teachers are to be hounded out of the system. But now won't these salaries count against the school's budget? More shame!

She says the parents have been raising enormous amounts of money (the "newer" people have been willing to bid $10,000 for a quilt) to cover art, music, etc. - something that poor schools can't do and something Klein should talk about in his "shame of the nation" speeches when he goes to poor areas selling his program. She is wondering whether they will now have to use this money to keep their experienced teachers.

Let's see: BloomKlein- those great civil rights activists in the tradition of Martin Luther King:
More segregated schools. A big drop in the number of black teachers. Less Gifted & Talented than before. Shame.

As parent activist Lisa Donlan from the lower east side commented to me last week -
They broke everything and fixed nothing.

Coming later: More breaking and not fixing - school psychologists protested at the PEP last night. Tales of horror and loathing. Of course, Klein said it was the first he heard of it. And I got pics of him running over to say hello to UFT's Michael Mendel, who introduced him to UFT Staff Director Leroy Barr. Aha! Collaboration. Michael was there to hammer them on the tenure issue but I had to leave before he spoke. Dave B (the real one) came in to pinch hit.