Message From Oz, Ready to Welcome Joel

Norm,
Thank you for the nice run you gave SOS today. I hope we can deliver some uncomfortable moments for Joel. We have done a lot of work briefing several journalists who will attend his address to the National Press Club here in Canberra next Tuesday.

The right wing the Centre for Independent Studies (which is funded by major Australian and international corporations) published a report here yesterday supporting school reporting and league tables (see http://www.cis.org.au/). It is an appallingly slipshod report.

It is interesting how much publicity a large well-funded organisation like this can get for basically shoddy work while a substantive report like the SOS study of NYC results goes unreported. Yesterday, the Sydney Morning Herald gave the CIS report's author, Jennifer Buckingham, space for an opinion piece. Yet, SOS has been unsuccessful in its request to have an opinion piece published on NYC.

However, I did get a little run in the Melbourne Age yesterday in response to the CIS report
(http://www.theage.com.au/national/report-cards-would-improve-failing-schools-20081119-6blv.html ) and also in today's Canberra Times, but the article is not online.

cheers
trevor

Test your Knowledge of School Grades in New York City

Version 2 based on more input:

Written by Professor Celia Oyler

Test your Knowledge of School Grades in New York City
Version 2 (12/21/07)
Written by Professor Celia Oyler
(send comments to oyler@tc.edu)

In November, 2007, The New York Department of Education issued a letter grade of A through F to each school in the city. Each grade is based on a very complex set of formulas. Test your knowledge about these new school grades.

1. The school grade is based on three “elements”: school environment, school performance and school progress. At the elementary and middle school level, what percentage of the final grade is derived from achievement test scores?
a. 10%
b. 25%
c. 55%
d. 85%

2. The New York State achievement tests used to calculate progress are designed by psychometricians and are normed in advance on a large group of students to ensure that the items at each grade level are appropriate for that grade level.

TRUE FALSE

3. From a psychometric point-of-view, New York State achievement test scores offer a reasonably adequate tool to measure progress of learners from year-to-year.

TRUE FALSE

4. Under No Child Left Behind, schools are expected to show that children in grades 3 through 8 have—on average—made one year of progress as measured by achievement tests.

TRUE FALSE

5. In the DOE’s formula, the year of progress is calculated using statistical methods that take measurement error into account.

TRUE FALSE

6. The 55% of each school grade (in elementary and middle schools) that the DOE calls “progress” (and is based on the averages of 2 achievement tests scores at each grade level) takes into account the unreliability of the average gains in achievement within each school.

TRUE FALSE

7. To get the highest score of a “4” (1 is lowest) on last year’s English Language Arts test (ELA), in 5th grade, a child can only get one question wrong on the multiple choice section.

TRUE FALSE

8. The scoring of the writing sample of the achievement tests uses a rubric and is conducted by:
a. Department of Education personnel to ensure that all results are reasonably fair
b. Teachers across the city who sometimes know the schools they are grading for
c. Personnel from the New York State Department of Education who are trained to not take into account such factors as the children’s handwriting
d. Temporary workers hired by each school

9. Each school in New York City is subjected to a Quality Review where a trained observer rates the school on many dimensions of curriculum, instruction, and assessment of learning.

TRUE FALSE

10. The results of these Quality Reviews are then factored into the final grades each school receives.

TRUE FALSE

11. A school can receive a “proficient” on its Quality Review and still receive a school grade of “F”.

TRUE FALSE

12. Circle all that are correct: The school grades are based on how well each school:
a. Teaches children to solve problems
b. Uses culturally relevant pedagogy
c. Integrates the arts
d. Provides time for children to exercise
e. Prepares children to make healthy food choices
f. Helps teachers work cross-racially and cross-culturally
g. None of the above

13. The scores that New York City students achieve on the New York State tests show basically the same trends as those that a sample of New York City students achieved on the national achievement test (called the National Assessment of Educational Progress and administered since 1969 to samples of students across the country).

TRUE FALSE

14. There is a strong correlation between the list of schools that New York State has rated as failing and the ones that received a grade of “F” by the New York City Department of Education.

TRUE FALSE

15. Of the 346 schools in New York City that the State of New York has flagged as having the most difficulty (SINI: Schools in Need of Improvement; SURR: Schools Under Reregistration Review), how many received a grade of A?

a. 10
b. 25
c. 40
d. 50

16. The ARIS computer system specifically designed by IBM for the DOE and intended to track student progress on annual and periodic assessments cost approximately
a. Eighty million dollars
b. Eight million dollars
c. Eight hundred thousand dollars
d. Eighty thousand dollars

17. The DOE assigns each school its final grade based on the actual score in relation to all the peer schools so in theory every school could achieve an A, if all students showed a year of progress.

TRUE FALSE

18. A school can receive an “F” even if 98% of its students are rated on grade level in math and 86% are on grade level in language arts, as measured by the New York State tests.

TRUE FALSE

19. After all the large number of calculations are completed—including being compared to the schools in the “peer group”--each school receives a final score. These scores are then converted into a final grade.

TRUE FALSE

20. The final score of one school may be only one hundredth point (0.01) away from another school, but one school can get a higher letter grade than the other.

TRUE FALSE

21. Short Answer (extra credit): Since these school grades are: so expensive to produce; not based on many important aspects of what many educators and parents consider central aspects of schooling; do not take into account multiple measures of student progress and school quality; do not take into account standard statistical measures of error; and are based predominantly (in elementary and middle schools) on state tests not designed to be used to make year-to-year comparisons of student growth, why are these school grades being used by the Bloomberg/Klein administration?

http://www.tc.columbia.edu/news/article.htm?id=6466

Leonie on grades and closing schools

NOTE: Before you read Leonie's piece she sent in an email to her listserve, check the updated post from earlier in the day on the closing of EBC/ENY HS for Public Safety and Law.

Leonie writes:
* Some important events are happening next week, including on Monday, December 5, starting at 9:30 AM, City Council hearings on the new school grades.

Please come if you can; in any event, please sign our petition, calling for a halt to the new school grades and for redirecting the effort, time and resources they’re putting into more testing of our kids, and more grading of our schools, into reducing class size and building more schools instead. And leave comments on the petition – I will incorporate some of the best ones in my testimony. http://www.ipetitions.com/petition/schoolgradenoclasssizeyes

* Also on Tuesday evening, there will be a forum on the new school grades and high stakes testing, hosted by Central Park East I and II. I will be among the speakers, as well as Debbie Meier and others. If you’ve never heard Debbie, or even if you have, you really should come!

Where: 106 St., between Park and Madison, (take the #6 to 103rd or 110th St.)

When: Tues. Dec. 11 from 6-8 PM.

· The issue of the school grades has become even more urgent, since Tweed announced yesterday that six schools will be closed, based primarily on their “D” or “F” grades. The list of schools to be closed is here. Here is what it says on the DOE website about the “consequences” of getting a low grade:

Schools that receive an overall grade of D or F will be subject to school improvement measures and target setting and, if no progress is made over time, possible leadership change (subject to contractual obligations), restructuring, or closure. The same is true for schools receiving a C for three years in a row. Decisions about the consequences a school will face will be based on:

* Whether the school’s Progress Report grade is an F, D, or C (for several years running);
* The school’s Quality Review score of Well Developed, Proficient, or Undeveloped; and,
* Whether the school’s Progress Report grade or Quality Review score has improved or declined recently.

Over time, school organizations receiving an overall grade of F are likely to be closed.

Doesn’t seem like they waited this long. Meanwhile, there were 50 schools that earned F’s, and 100 that received D’s. So how were these particular six schools chosen?

According to Garth Harries from DOE who spoke to the NY Times, “We certainly started asking the question of all D and F schools in the system, but other layers of information quickly were brought to bear.” Like what? He doesn’t say.

This is just the beginning --14 and 20 schools are expected to close this year. As the NY Sun points out, closing twenty schools is not unusual for NYC, but usually the ones slated to closure have been on the state or federal failing list for several years.

While there are over 300 NYC schools on the state or federal SURR or SINI (failing) schools, several of the schools that were just announced are not among them, but instead, are schools in good standing -- even if they received Ds or Fs from DOE, including PS 79 in D10, PS 101 in D4, and the Academy of Environmental Sciences. PS 79 and PS 101 also received “Proficient” on their quality reviews

Why should one trust the state or federal failing list more than the grades given out by DOE this fall? Because most of the schools on these lists have demonstrated low levels of achievement for many years, whereas the DOE grades were based primarily on one year’s rise or fall in test scores, which in turn, was compared to the gains made by “peer” schools, many of which had more selective admission policies and/or very different populations. This means the grades are statistically unreliable and in some cases, laughable.

While the example of several excellent schools have been highlighted that got Ds or Fs, including Center School in D3, IS 89 in D2, PS 35 in Staten Island, and Muscota in D6, there were also many terrible schools that got high grades.

In fact, 55% of SURR or SINI schools got As or Bs, whereas only 14% got Ds or Fs – not much different from the overall distribution of these grades as a whole.

The News article does the best job in showing how seemingly arbitrary these judgments are: “ At Public School 79 in the Bronx, about 50% of students scored proficient or higher on state math and English exams. And EBC/East New York High School for Public Safety and Law outperforms about a quarter of city high schools in graduation rate, with 48.2% graduating in four years.”

According to the News, while the middle and high schools will be phased out slowly, “Elementary schools on the list will close next year and reopen under new names and changed administrations.”

I suspect that the elementary schools are being closed so that charter schools can be given their buildings next fall. After all, DOE needs to find homes for new charters quickly since the cap was lifted, and it has become more problematic over time to push them into buildings w/ existing schools.

Certainly, there are always alternatives to closing low-performing schools, and the entire theory of improvement is unclear to me. If there is a problem with leadership, the principals could have been replaced; if there was a problem of persistently poor achievement, they could have reduced class size instead – several of these schools had class sizes in some grades of 30 or more. I imagine that if charter schools are put in their place, these schools will be allowed to cap class size at much lower levels. But it appears that the DOE would apparently rather schools fail, and then close them down, rather than help them improve.

Please sign our petition here, calling a halt to the school grading system and asking that the resources and focus on testing and grading be redirected towards reducing class size and expanding the capital plan. Whether your school got an A, a B, or a D or an F – the system is patently unfair, and any school could be unjustly closed on the basis of one year’s test scores alone.

I keep meaning to offer a deconstruction of the Mayor’s comments on class size last week on his radio show—but this will have to wait for a later email.

Thanks

Leonie Haimson
Executive Director
Class Size Matters
124 Waverly Pl.
New York, NY 10011
leonie@att.net
www.classsizematters.org

http://nycpublicschoolparents.blogspot.com/

Please contribute to Class Size Matters by making a tax-deductible donation now!

Bloomberg and Klein Get Desperate

graphic by DB

All it takes are a few messages from some rappers on a cell phone to motivate kids turned off by school. Jeez! Why didn't think of that when I was teaching? Oh, I forgot. In those days we used waxed string and milk containers to communicate. (Is there a way to send text messages that way?)

That DOE consultant Roland Fryer jumps from the fryer pan into the fire.

I was taken by these quotes in today's NY Times article:

“How do you get people to think about achievement in communities where, for historical or other reasons, there isn’t necessarily demand for that,” Mr. Klein said yesterday in an interview. “We want to create an environment where kids know education is something you should want. Some people come to school with an enormous appetite for learning and others do not — that’s the reality.”

"Mr. Klein said the effort was spurred in part by the results from focus groups performed by market research firms for the Education Department. That research found that black and Latino students from some of the city’s most hard-pressed neighborhoods had a difficult time understanding that doing well in school can provide tangible long-term benefits."

Duhhhhh!
They needed a focus group to tell them something teachers find out in their first 10 minutes of teaching?

You see, we have been telling Klein this all along and his response is that we are making excuses. Many of us actually know how to fix this problem. Engaging, exciting curricula, not test prep. And smaller class sizes so kids who do not come with an appetite for learning have more of an opportunity to be engaged. Hell, I do not remember my friends and I having that enormous appetite for learning - we were more afraid of our mothers' daily nag.

Now let's review, kiddies:

You have non-motivated students who are often struggling with academics. I have an idea. turn on the screws by threatening them with being held over on the basis of high stakes tests and then tell them they will get a cell phone and a text message from JB Cool if they can withstand the pressure. Pure Genius!

Leonie Haimson took care of the rest of what I wanted to say on her listserve:

See today’s Times – the latest experiment dreamed up by Roland Fryer, and “focus groups performed by market research firms for the Education Department.” Cell phones, mentors, messages, free tickets to Knick games and more – all to “convince” students that staying in school is worthwhile.

Excerpt: Schools Chancellor Joel I. Klein said the project was the city’s first attempt to bring about change in the culture and behavior of low-performing students after years of efforts focusing on school structure and teaching.

“How do you get people to think about achievement in communities where, for historical or other reasons, there isn’t necessarily demand for that,” Mr. Klein said yesterday in an interview. “We want to create an environment where kids know education is something you should want. Some people come to school with an enormous appetite for learning and others do not — that’s the reality.”…. Dr. Fryer said he viewed the project in economic terms, arguing that while the administration’s previous efforts have focused on changing the “supply” at schools, this one is proposing to change the “demand” for education by making students want to seek learning.

“You can have the best product in the world, but if nobody wants it, it doesn’t matter,” Dr. Fryer said. What school systems have done so far, he added, “isn’t working well enough.”…. Details about how much will be spent and where the money will come from are still to be worked out, Education Department officials said.

If Fryer thinks that NYC schools are the “best product in the world,” he must be blind. Klein says there have been “years of efforts focusing on school structure and teaching”!!! How out of touch can they possibly be? This is an administration that is clearly clueless, and appears to be drowning in loose change.

It’s kind of startling, the amount of effort, time and money going into this “rebranding” PR campaign – but I guess when you’ve given up actually trying to improve schools, as they seem to have done at Tweed, what’s left?

If you run Tweed via PR, you think that’s PR is all that exists; it’s like the Bush administration and Karl Rove, who said: ''We're an empire now, and when we act, we create our own reality. And while you're studying that reality -- judiciously, as you will -- we'll act again, creating other new realities, which you can study too, and that's how things will sort out.”

So what students at which schools are going to get the “thousands” of new mentors, the tickets, the cell phones and the rest? Those attending KIPP charter schools, and those run by New Visions. I thought those schools were already so expert at motivating students…but I guess not. If nothing else, this will probably lead to a surge of applicants to those schools, so they can even more effectively skim off the top.

And I guess we’ll let all those hundreds of thousands of students, left attending the large, overcrowded high schools with classes of 30 or more, to continue to drop out, be discharged or pushed out, or in other ways actively encouraged to disengage.

http://www.nytimes.com/2007/11/13/education/13schools.html?_r=1&adxnnl=1&adxnnlx=1194931294-Rw4bHvFh4o/V/jTqo4F0Cw&pagewanted=print

Worth Noting

Pseudo-Intellectualism takes a look at "A" rated school PS 188M that Joel Klein so raved about when the grades came out. On the school survey, 100% of the teachers said there was little order or discipline maintained at the school and 79% of the teachers said they get little help from the admin in addressing student behavior and discipline problems. But why should these teachers' opinions count for the school grade when we all know that schools in disorder have little real learning going on. My guess is the principal has naked pictures of James Liebman.

Jim Horn at Schools Matter on the Bloomberg-Klein plan to charterize the entire city school system.

NYC Educator looks under every rock and finds the UFT and Green Dot. (And congrats on reaching almost 900 visitors the other day.)

and Gary Babad of GBN News reports on an interview with ARIS officials on the NYC public school parent blog.

Bard's Botstein says "Let 'em eat cake (or meat)"

Bard College President Leon Botstein is being hailed a hero in some quarters for appealing the "C" rating his school (today's NY Times article posted at Norms Notes). There's lots of meat in his comments, though he says his school (the elite) are vegetables and the rest of the vermin are meat. Or something like that.

Some choice nuggets from the NY Times article:

School officials agreed to meet with Bard officials next week. “I appealed to the chancellor in an effort to tell him to remove this year’s assessment so that a better mode of assessment could be put together,” Mr. Botstein said.

Elisaa Gootman writes: educators and parents at.. nontraditional and high-performing... say that while the new rating system, which is driven by standardized test scores, may be a good way to measure whether schools are imparting basic knowledge, it is less useful and even harmful on the higher end of the performance spectrum.
Mr. Botstein said he respected the chancellor’s need to turn around a failing school system, but urged that he not do it at the expense of innovation and excellence.

“You have a system that is broken and that is failing, and they are desperately trying to improve it. But don’t throw the baby out with the bath water,” he said. “There are a couple of places, and we’re one of them, that really do something different and well.
“Not all plants are weeds,” he said, “so why are you spraying insecticide on the whole thing?”

He said of the Regents, “They’re to a lower standard, and we won’t teach to the test.“They’re in a tough bind, and I have a lot of respect for them,” he said.

“Let’s say we’re a vegetarian restaurant and you’re telling me our meat is not good. I’m telling you we don’t serve meat. We’re not in the meat business.”

In Botstein's world, and he knows full well this rating system is a farce for everyone, it is ok to force such a system down everyone else's throat but he wants special treatment. Or he says he has respect for them for political reasons, knowing full well if he criticizes the entire concept of the grading system, Tweed will pull out their dossier on him as they did with Diane Ravitch and send a Wylde attack dog after him. Or suddenly find building problems with the school he wants to open in Queens.

Before we go on with Botstein and Bard, let me reference Eduwonkette who uses her stat stick to give us five reasons the report cards might kindly be called statistical malpractice.

"I've concluded that the people in need of a wake-up call work not at F schools, but at the NYC Department of Education. Undoubtedly, data can and should be used for organizational learning and school improvement. But if we're going to rank and sort schools - an action that has serious consequences for the kids, educators, and parents affected - the Department of Ed's methods should be in line with the standards to which statisticians and quantitative social scientists hold themselves. Needless to say, NYC's report cards are not.

I urge Botstein to go and read the entire wonkette piece and then look us in the eye and tell us how much he respects BloomKlein.

I have a particular interest in Bard's progress. I know and like one of the teachers there so if she ever reads this I am never saying that great education doesn't take place at Bard (but they do have special kids that make great education easy) and of course the fact that Botstein says they don't teach to the test is an important statement.

I just wish he wouldn't say it is ok for everyone else, especially kids who are struggling and do not need a culture of teaching to the test that will only serve to turn them off to school even more. They need the culture Botstein is trying to instill as much if not more than anyone. If Botstein wants a challenge, let him open a school that does not attempt to pick the low-hanging fruit but goes after the most at risk students. Take the most struggling school in the city and turn it around without replacing the kids. Then he would be a hero.

But Botstein's history vis a vis struggling schools is not a good one.

I witnessed Botstein's rape and pillage of IS 126 (taking the entire 4th floor) in Williamsburg (I was the district tech liaison there) where Bard was first located, followed by the hostile takeover of PS 97 on the lower east side, where kids from homeless shelters had the only school that nurtured them ripped out from under them by Bard after they abandoned 126 because they refused to give in to their lebensraum (Bard wanted the 3rd floor too, being perfectly willing to squeeze the middle school students and teachers into closets).

No blame to BloomKlein here, as those deals were Klein predecessor Harold Levy's deal. Maybe that's what's going on.with the "C" rating. The revenge of Tweed on Harold's baby?

Read on for the ugly details
I was in JHS 126 on the day (I think it may have been spring 2000) the Bard deal was announced to much fanfare and press and DOE officials, with Harold Levy leading the charge, inundated the school's auditorium. Word was that a million dollars would be poured into renovating the 4th floor. Teachers were very pissed at the long-time principal, Sheldon Toback, for agreeing to this but he felt this would protect him against his growing critics (he may be the dean of Principals having run the school since the last 60's, but they just got an "F" and that may be the end.) Toback had gone from one of the leading lights as a principal in the 70's to leading a quickly declining school.

The renovation that summer included dividing almost every classroom in two since Bard kids were going to have small class sizes, beautiful new doors for each class, a new computer lab (while the old ones at 126 were falling apart – I know as it was part of my job to help keep them running) and all kinds of other goodies. When probably less than a 100 9th graders arrived in the fall, the disproportion between Bard and the IS 126 grades 7-9 kids (many Polish kids from Greenpoint, including many non-English speakers) now squeezed into 3 floors was clear. There was little mixing between the staffs, with the Bard administrators showing extreme arrogance towards the people at 126.

Naturally, the staff at 126 had tremendous resentment towards Bard, who they (rightly) saw as trying to steel their school out from under them. So relations in the teacher cafeteria were not exactly cordial.

I should point out that JHS 126 was once the flagship of District 14 when Supt. (Wild) Bill Rogers, who "taught" there, gave them mucho resources and the ability to steal the best kids from all over the district. When the coup d'etat by which UFT District Rep Mario DeStefano became Superintendent in the late 80's or early 90's and Rogers was deposed, resources shifted to IS 318 where Mario's guy Alan Fierstein (see my recent post in what makes IS 318 a good school here) was ensconced and JHS 126 began a long slow decline as the best kids went to 318 and more and more special ed and problem kids were dumped into the 126. In recent years, PS 132, a local feeder school, went K-8, thus taking away more kids. But some of the remnants from the teaching staff from the good old days still carried the "we're the elite" attitude.

Though the decline in 126 (and don't get me wrong, it was my favorite school to go to, with a wonderful teaching staff which Toback still actively recruited very rigorously) was due in part to the political manipulations by the old school district machine, it had become a self full-filling prophesy and teacher turnover began to rise. People were hoping Toback would retire and new leadership would help restore the luster. Under the first reorganization, the LIS in charge of the school was considered quite good and supportive and there were people actually hoping she would lead the school. But Toback has survived I believe because he can still count on some level of old-style seniority CSA protections and is still clinging on. The "F" grade may doom him and the school.

Back to Bard
As expected, Botstein and Bard began to demand the 3rd floor and finally Toback said "NO" which apparently he had the right to do. Bard then focused its attention on a new location. Besides, Greenpoint is not all that accessible. What of all the renovations on the 4th floor that left almost every single classroom unusable by the full-sized classes at 126? Not Bard's problem.

PS 97 the next target
PS 97 on the lower east side became the new takeover target. My source over there is a former teacher who was working with the school as an employee of Central. A top notch educator who spent most of her career in the classroom, her evaluation of the school can be trusted. She told me in an interview yesterday that it was a school that had an enormous number of kids from local shelters and did an amazing job of nurturing these kids. An example she gave was that since shelters have a rule that people can stay for only 6 months and then be moved to another shelter, often in the Bronx, many parents still brought their kids down to PS 97. She praised the principal and staff as being excellent, given the conditions. As an example of turnover rates, out of 326 children, 197 were new one year.

My friend was in the building when one day she saw a man from central going around with a tape measure. That was the first anyone in the school new they were in danger of being closed Who was that masked man, by the way? No less than Burt Sachs, notorious pre-BloomKlein central board power monger who had a reputation for enormous arrogance, one of the first to go under the BloomKlein takeover - some people early on considered Klein a hero for dumping the likes of Sachs and others - who would a thunk that one day we would wish for the likes of Burt Sachs to be back as Tweedle arrogance make Sachs look like a saint.

UFT to the rescue
But never you worry about Burt. Soon after leaving the DOE, guess who hired him for a full-time position? Randi Weingarten. He's still there doing something that no one knows exactly what it is. But he is valued for his knowledge in gaming the DOE. Maybe he helped work out the brilliant deal on merit pay with the Kleinites.

And Bard? They now occupy the entire old PS 97.

Give Botstein an "A" in hostile takeovers.

School Report Cards - Way to go 318

DB comes through again

IS 318 in Brooklyn didn't get an F but a B. Note the item below from Elizabeth Green's NY Sun article on school report card grades:

John Galvin, the assistant principal at a popular Brooklyn middle, I.S. 318, said his school's leadership met to discuss their new grade, a B, but decided not to make any changes. Moving to an A, he said, would require spending many hours on small improvements, moving students who are already passing tests to get just one or two more questions right on a standardized test.

He said test prep would leave students bored, not stronger learners. "We're not going to give up doing art, music, chess, robotics — all the great programs we have during the day that gifted kids are interested in — just to make sure they get a better or equal score than they got the year before," he said. "We do care about the test, but not enough to sacrifice.

Full article posted at Norms Notes.

Pat D. Teacher and Parent comments on ICE-mail:
Way to go 318! It's a great school with so much to offer their children. Kids and parents knock the doors down to get in. My daughter had the best three years of her school life at this school. She learned to enjoy learning along with the opportunities she was offered in the arts, sports and cultural aspects of life. The staff is very dedicated, receptive to parents and proud of their students. You couldn't ask for a better school environment. These marks don't mean anything but an increase in scores. My school got an A. But so many of the kids are struggling and have a long way to go.

I've had a long-time relationship (I tried to get a job there in 1968) with people at the school and they have always had these great extra programs that attract kids from all over Williamsburg and Greenpoint. People don't fight to get in because of the test scores. The school could get an "F" and it wouldn't make a difference to people in the community. Except that the Tweedle bureaucrats might pressure them to drop things like chess and robotics to get an uptick in scores. They were the first school I got involved in robotics back in 2001 and that coach is now an AP there.

The smart admins, led by Fred Rubino who has spent his entire career there as a teacher and AP, know what people really want as an education for their children. They know that making the school attractive to a wide variety of students by offering great programs ends up raising test scores because they attract kids that do not need as much test prep.

The machine is ALIVE

The long-time now retired principal Alan Fierstein was a product of the local political machine in District 14. The destruction of such machines was one of the major goals of the BloomKlein assault on the schools. I once fought the machine with the original activist group "Another View in District 14" in the early 70's, which evolved into the CSW Caucus which eventually led to ICE. But that's a story for another time.

The machine went under cover under BloomKlein and I don't care much for the current boss, but it still controls many of the schools. I know all the players - the good, the bad and the ugly.

I've been writing lately that things were better pre-BloomKlein (and was shocked to actually read Diane Ravitch say something along those lines.) In my last few years in the system I worked at the district level in instructional tech support and saw almost all the schools close up. You know what? There was a hell of a lot more good than ugly.

Alan Fierstein is a prime example of someone who I originally viewed as a hack - the gym teacher/coach becoming a school leader type, but grew to respect him. He never said he knew about teaching reading or math but trusted people who did know how to do these things. Fierstein called me every year to ask if I had any kids for him (we weren't a feeder) and I would get as many kids as I could into 318 to keep them out of the local middle school catastrophe we fed into.

One time, one of the smartest kids we every had (one of the 3 Asian kids in our school) and a member of my robotics club, was accepted at the top middle school in District 32/Bushwick due to the intervention of someone who got her a waiver. When Al heard he put on a full-court press and come September the kid was at 318 and had a great 2 years there, going on to Stuyvesant.

When we were distributing lit during the 2005 contract vote in the Bronx, we went to eat on Arthur Ave. As we walked into the restaurant, from the back came the distinctive voice of, "Oh, oh, the restaurant just got painted red." Al was never subtle. He invited us to join him and his wife and we had a blast, though my buddies felt they were sitting with the enemy – Al is not shy about talking about the union, which, ironically, made him principal. Al waxed, as poetic as Al could get, about some of the current ed policies. If you run into him don't get him started. Al passed the school into Fred's hands, so they've has consistent leadership for over 30 years.

There are other schools in District 14 that currently have good leadership that came out of that machine. Many of the principals were chapter leaders because the UFT District rep who became the district superintendent, the legendary Mario DeStefano (who died of cancer in the mid 90's) was the boss. One of my battles with the machine was how a union-run machine could be so willing to violate teachers' rights. Over time, Mario and I worked things out (he was not very happy when I became a chapter leader,) but that's another story for another time. There are too many another stories.

That these machine principals still exist in Tweedledom, with pretty high marks from my teacher buddies, is a sign that they are mostly not running their schools into the ground and also that the shadow machine still is in operation, just waiting for BloomKlein to exit. (One school that I won't finger, has the perfect principal and AP, both former teachers there. Someone in the Tweed bureaucracy got something right.) Though I can point to some machine-created horror stories (the first school I taught at has a machine-made decimator as principal and the chapter leader has started working with ICE because the union is so inept,) generally my contacts say they prefer a machine principal to someone out of the Leadership Academy, or one of the other Tweed attack dogs.

The two schools I was based at for over 30 years have gone over to the enemy and the long-time staffs have been, or are in the process, of being decimated. The true impact of BloomKlein in so many schools - massive instability at the ground level.

Tweedles often believe that in the corporate world one shouldn't supervise the people you once worked with (we heard this about Joe Girardi's becoming Yankee manager) and they have often applied this to the NYC school system, to disastrous effects in many places where a popular and competent former teacher is passed over for some hack.

IS 318 is a prime example of a school community where complex relationships forged over many years between parents, teachers and their former colleagues who they have come to trust as their administrators, can make a school work. It is a lesson that hopefully the successors of BloomKlein, who are simply not interested in lessons that will really improve schools, will learn.

With mayoral control authorization coming up again, people should not throw out the idea of an improved local community control that existed pre-BloomKlein. Sure, there will be political machines and patronage (does anyone think there's no patronage through mayoral control?) But with oversight, a system could be put in place that could work.

Of course, with the UFT having always backed centralized systems, as epitomized by mayoral control, the very idea is impossible.

Read the fabulous review of IS 318 in Inside Schools.