Mercedes Schneider Dissects Sol Stern's Lack of Knowledge on Common Core

Stern, I have to tell you– you are so out of the loop... Mercedes Schneider

Sol Stern has been a sparring partner for many years - since the days when he went after teacher seniority as the worst thing to happen to public education. Sol is a delightful adversary. But we have had some blow-ups over the years-- at one point he called me dishonest and said he had way more respect for Randi's honesty than mine. They must be growing shrooms on the upper west side.

Sol was kind enough to get me invited to many Manhattan Institute luncheons where I got to hobnob with charter scum - until I asked too  many questions of Chris Cerf -- the only one in the room to challenge his ridiculous assertions. In those days Diane Ravitch was also at some of those MI events. (One time she came by and whispered in my ear, "go get 'em.")

Sol, rightfully, went wild when Joel Klein imposed Diana Lam on us with her insane curriculum that banished phonics. Sol sees red when confronted with progressive education -- I am by nature a progressive educator but also a realist and a big fan of teaching phonics -- when needed by certain children. I termed Sol as part of "the phonics police." Sol is a fan of Core Curriculum and E.D. Hirsch is Moses. (Which is why Sol was a fan of Kathy Cashin who implemented core curriculum -- but so was Diane Ravitch for some of the same reasons.)

The bitter break between Sol and Diane has at times turned personal. Mercedes in her blog on Sol termed it an  "ugly post criticizing education historian Diane Ravitch."

At one point Sol and Diane Ravitch were allies -- in fact in those days I was part of the attack crew on Ravitch over her advocacy of what turned out to be ed deform. I remember when Diane was given the John Dewey Award by the UFT there were national outcries from the true reformers like the late and great Jerry Bracey and Susan Ohanian - some asked me if we were setting up a picket line at the Hilton. Jerry seemed ready to fly in from Oregon.

When Diane turned on the deformers and became the chief spokesperson for real reform, much rending of garments took place. I hope Sol has a good tailor.

I read Mercedes superb post taking Sol's defense of the Common Core last week and wanted to blog about it - but today Diane has beaten me to it. Oh, the joy!

Schneider Schools Sol Stern on the Common Core

by dianeravitch

Many years go, when I was a Fellow at the conservative Manhattan Institute, I got o know Sol Stern, who has been at that think tank for many years. Sol has an interesting history. Back in the radical 1960s, he was an editor at the leftwing Ramparts. At some point, he had a political-ideological conversion experience, and he became a zealous conservative. He is a journalist, not an educator. He writes about what interests him. Ten years ago, he wrote a book advocating school choice, called Breaking Free. In 2011, he wrote a book about Israeli-Palestinian relations, called "A Century of Palestinian Rejectionism and Jew-Hatred." one thing about Sol Stern: He has strong opinions.

At the moment, his strong opinions are focused on fervent advocacy for the Common Core. Stern thinks that the Common Core implements the ideas of E.D. Hirsch, Jr. Hirsch believes that kids should learn lots of background knowledge, which will not only make them smarter but enable them to read and understand increasingly difficult text. I agree that background knowledge matters, so long as it is developmentally appropriate, that is, comprehensible to the child. And I don't see Comon Core as the fulfillment of E.D. Hirsch's vision. After all, David Coleman--widely acknowledged as the "architect" of he Common Core--advocates "close reading," in which a student deciphers text without reference to any background knowledge. One example would be a student reading the "Gettysburg Address" without reference to or knowledge of the Civil War or Lincoln or the battle it commemorates. I think Hirsch would insist that context and background knowledge are crucial for comprehension. I am not sure that Stern understands the Commn Core standards but he has now made it his business to defend them and to attack those who doubt their excellence.

Stern got into a heated debate with Peter Wood, the president of the National Association of Scholars, who does not believe--as Stern and Arne Duncan insist--that development of CCSS was "state-led." They have other differences, but it is amusing to see Stern, one of our most conservative education commentators, defend Duncan and CCSS.

Now comes Mercedes Schneider to dissect Sol Stern's take on the Common Core. It's fair to say that she knows a lot more about the Core than Sol Stern. Stern doesn't really understand that the CCSS does not embody Hirsch's Core Knowledge. And it must surely pain him to realize that one of he best-selling books about the Common Core was written by Lucy Calkins of Teachers College, one of Stern's arch enemies (he hates Balanced Literacy, loves phonics).

Bottom line: CCSS has created strange alliances.

Sol Stern misses the boat...

...in his Marshall Plan for reading in K-3 as he turns to a narrow view of reading methodology as a solution to whatever gap is being discussed. He talks about decoding and pushes his beloved "Success for All" program, a rigidly defined program that allows little flexibility for teachers.

I mentored Teaching Fellows who used this program and what it was really about was reducing class size by taking the entire school's resources - all out of classroom teachers - and for an hour an a half a day cutting the size of reading groups into more manageable chunks.

Reading doesn't just start with phonemic and phonic awareness but with speech - lots of it. And having stories read to kids an an early age.

The concept of balanced literacy which he is so critical of, actually has some sound theory behind it in addressing some of these issues but was implemented by Klein's non-educators in a destructive way. It also requires small, manageable classes, something Klein doesn't believe in.

Another factor was their rigidity - kids that did need phonics were denied it in the early years. I was in one class where one of the children was not able to function in the BL program and kept the teacher preoccupied while she was clearly needed to be circulating to make it work for the rest of the class. As her mentor I recommended she give him some kind of workbook so the other kids wouldn't lose out. "We're not allowed" she said. Okaaay!

I agree we should have a Marshall Plan for the schools. But covering only up to the 3rd grade (don't we see the enormous slippage between 4th and 8th grade scores) will be a drop in the bucket.

It is good to finally see Stern acknowledge the benefits of lower class size, which he used to pooh pooh. But if he thinks starting a reading program in kindergarten will do the trick, he is mistaken. By that time many kids need one to one assistance (Reading Recovery addresses some of this).

Open up schools for parents to bring their 2 year olds to be read to. Strengthen local libraries and run programs for very young children. Arrange for trips. It is the bigger bolder approach to the whole child before they enter school. Any Marshall Plan should attempt to diminish the language gap by pre-school.

The key ingredient in reading improvement is getting kids to enjoy reading. No easy task, especially when programs like Success for All and test prep often end up making the reading experience akin to taking a daily does of Castor oil.

Jetblogged

So let's get this straight. I leave Tokyo at 11 AM on May 1 and arrive in New York at 10:30 AM on May 1.

I think I need a nap.

Before I go, make sure to read the great social justice teaching debate going on at Eduwonkette where Sol Stern and Bill Ayers do dueling guest editorials. Check out the various comments in all the posts - I chipped in a few, the gist of which...........
zzzzzzzzzzzzzzzzzzzzzzzzzzzzzzzzzzzzzzzzzzzzzzzzz

Sol Stern on mayoral control

Revised

I posted Sol Stern's recent article in the City Journal "Grading Mayoral Control" at Norms Notes. It is a good summary/history of the issues that have arisen since Bloomberg took control of the schools.

Stern was a supporter of mayoral control in the beginning. He was also a severe critic of the UFT, blaming many of the ills in the school system on the teacher contract, something Joel Klein has also consistently done. But politics makes strange bedfellows and Randi Weingarten has embraced Stern, even giving him space in the NY Teacher.

Stern focused his original criticisms of Klein over the adoption of what he called a progressive curriculum, instituted by Diana Lam and enforced by her successor Carmen Farina. I won't get into the details here. But teachers reacted as much to the dictatorial nature of the forced implementation as to the ideas of how to teach.

Stern says:
“Dictate” is exactly what Klein did for the next three years. The city’s principals were deemed so deficient in pedagogical understanding that Klein and his lieutenants would tell them how to arrange the chairs, the desks, the rugs, and even the bulletin boards in their classrooms. But Klein’s directions on more important matters did not inspire confidence: for example, he imposed a reading program that progressive educators favor called Balanced Literacy (a euphemism for the “whole language” instructional approach), despite the lack of evidence that it works for disadvantaged children.

I know teachers that believe in balanced literacy, which they say is very different from the whole language approach, which has been discredited in many places for the lack of phonics and structured language teaching. One of Stern's points has been that phonics should be taught, an approach that seems as rigid as Klein's. I was a big fan of phonics teaching, but as a teacher I made the choice as to what extent it was necessary. I eschew any system where teacher choice is minimized.

Ironically, Stern supports "Success for All," one of the most dictatorial, rigid, non-teacher input (and expensive) programs out there. He writes:

To his credit, Klein approved the inclusion of several providers with substantive academic programs. One of these was the Success for All Foundation, which features the scientifically tested reading program that Klein unwisely dumped from dozens of schools in his first year in office. But it soon became clear that the program didn’t have much of a chance to sell its goods in Klein’s new supermarket. When I visited the hall in which SFA staffers were making their presentation, it was practically empty. Nervous principals, shell-shocked by this latest reorganization, decided to play it safe and go with one of the providers that knew its way around the DOE headquarters, rather than with an out-of-town organization like Success for All. Several sources also confirmed that providers had offered jobs to some of the supervisors departing the school system—on condition that they sign up as customers the principals whom they used to supervise.

It's class size, stupid!
I have heard teachers refer to Success for All as a "Nazi" program. Well, maybe that's going a bit too far. I mentored Teaching Fellows for a few years; one of the schools was using the program. All activities in the school would stop for an hour and a half and all personnel, including out of classroom people and cluster teachers would be part of the program. Thus, the sizes of the reading groups were drastically reduced.

Duh! There's the scientific basis Stern refers to. Small groups work, not necessarily the program itself. Scientific studies would cite a control group where, say balanced literacy were used with the same student/teacher ratio as SFA. Bet we would see similar results.

The morning would start with some kind of music piped throughout the school and kids would be marched to their classrooms. Teachers complained that they often worked with students that were not in their class but for just the SFA period. After about an hour and a half the music would start and everyone would be marched back. I often thought they could sell a CD called "Best Marching Songs Success for All."

Stern attributes the lack of interest in SFA from Nervous principals, shell-shocked by this latest reorganization. But even principals who knew the program from the days when former Chancellor Rudy Crew forced it into every school in the former Chancellor's district, also rejected it as too expensive for what they were getting - just another program for profit. They chose not to go with SFA because they could get more for the buck elsewhere.

Stern has also pushed the program being offered by Kathleen Cashin, one of the 4 super superintendents left from the regions, claiming her program was the most rigorous. But she ended up with the lowest total of schools of all 4, while Judy Chin, considered the least rigid, got the most schools. Many Principals seem to have voted with their feet for the least restrictive environment. And that will probably end up being an illusion too.

Another irony here is that the UFT leadership with Randi Weingarten leading the way, partnered with Crew in implementing the SFA program with the support of the UFT run Teacher Centers. When the UFT complained about the rigid programs implemented by Klein, SFA teachers had a good laugh. Oh, the hypocrisy!

I have one more bone to pick with Sol Stern over his article when he says:

The Bloomberg administration must have known that the UFT would have to protect its senior teachers. Along with a coalition of activist groups that opposed the entire reorganization, the union began organizing a massive City Hall protest rally. The mayor initially hung tough: he called his own mini-rally, attended by 100 supporters, attacked the “special interests” blocking progress in the schools, and likened the UFT to the National Rifle Association.

But the next morning, the mayor was breakfasting with union president Randi Weingarten. After a weeklong negotiation, the administration took both the new funding proposal and the tenure initiative off the table for the next two years—by which time Bloomberg will be packing to leave City Hall. The mayor may have been right about the “special interests,” but his retreat had plenty to do with politics and his own interests. A big fight with the teachers would have damaged his reputation as the “education mayor” and threatened his potential White House run.

Th UFT gave the impression of protecting senior teachers, who were not really protected, as all the ATR teachers and the inability of so many to find jobs in the Open Market System have proven. Who really blinked? As previous posts here have pointed out, Weingarten wanted as little to do with a rally as Bloomberg.

Who blinked first?

Norm's Rules

May 18, 2007

Sol Stern asked for our agenda in case he was going to stop by the ICE meeting today. He also asked if we use Robert's Rules.

Sol
Can you bring a few chocolate bars as we can't afford to serve any food at ICE meetings? Or maybe stop by the UFT and ask Randi to send over a platter.

We don't use Roberts rules - we use Norm's rules: anarchy. The loudest (and biggest) people get to speak as often as they want. People can throw things but a person must get hit by 3 objects before they have to give up the floor. If a speaker is to the right of Attila the Hun - ie. writes for the NY Post or the Sun - live ammo can be used but nothing heavier duty than a mortar round.

Norm's rules in action at a recent ICE meeting

The ICE agenda for the May 18 meeting:
Explaining Marxist economics to pre-kindergarten kids
The dialectic of the phonics vs. balanced literacy model
Impact of arming the phonics police with Tasers to zap teachers who forget to teach the short a sound.
Teaching birth control using multiplication tables.
How to take a class trip to North Korea and not get caught.
Dirty tricks on Randi: broadcast her del assembly reports with secret speakers stategically spaced throughout 52 Broadway 24/7 till people come running out of the building and throw themselves into moving traffic.
Integrating social justice themes in phys ed:
Relay races based on dodging American bombs
Is broad jumping anti-feminist?

Hope this info is helpful.

I’ve been invited by the Manhattan Institute…

… to attend a conference sponsored by the right wing think tank on the science of reading instruction and No Child Left Behind. I didn’t expect to be invited again after my critical comments at the last luncheon I attended with Chris Cerf and my subsequent columns in The Wave. Sol Stern, a commentator on education who bases his expertise on his experiences navigating the NYC school system for his children, will moderate the panel. I hope he never has to go through a medical procedure with someone with the same level of expertise. Following the conference, I get to eat and listen to Margaret Spellings, the Secretary of the US Department of Education speak about the prospects of the disastrous No Child Left Behind legislation being renewed. I hope they have enough wine to dull the pain.

You can read about Spellings' progressive views at Freedom Socialist • Vol. 26, No.2 • April-May 2005

The education Terminator An excerpt:
The new education secretary's first official act was proudly described by the Christian News Service: “Spellings demanded PBS return money given for an educational program because it became a show that promoted the homosexual lifestyle.”

The dastardly program, Postcards from Buster, is a cartoon about an 8-year-old rabbit who travels around the country with his dad, learning about different children and their various ways of life. One such child has (horrors!) lesbian parents.

Not surprisingly, Spellings is also an advocate of government funding for abstinence-only sex “education” to the exclusion of instruction on safe sex.

Spellings was a key architect of Bush's No Child Left Behind Act (NCLB), a program that holds schools “accountable” by imposing standardized tests and withdrawing federal funds, or even closing schools, if test scores are not high enough.

The National Association of School Psychologists reports that “being held back in school has now replaced losing a parent as a child's number one fear — and being held back a grade or grades is one of the leading predictors of whether a student will drop out of school.” (See the FS article "The Hypocrisy of No Child Left Behind" )

Sol Stern looks for radicals under his bed

Sol Stern's "take" on the radical math conference was published in the right-wing NY Post on May 12. Rush over to Norm's Notes if you want to read it.

Sol's hunt for leftist radicals in the NYC school is pretty comical as he joins his friends in the UFT's Unity Caucus in Red-baiting. I have been pretty much in touch with the leftist scene in the UFT for over 35 years and the number of teachers on the left is minuscule. There are many more people proselytizing their religious beliefs than leftist views. (One of the teachers in my school had a cross on his classroom door and gave spelling tests with quotes from the bible.)

And what a pitiful attempt at muckraking. Like trying to brand Bloomberg and Klein as supporters of leftist causes. Only in the NY Post. And from the pen of Sol Stern.

Sol attended the math conference (see my post of May 11 on this blog). He attended Erica Litke's workshop which lasted an hour and a half. He asked questions. Where is evidence in his Post op-ed of his attendance? Apparently Erica didn't give him the smoking gun he was looking for. Ah, there is fair and balanced for you. Sol and the Post think that just using the word "radical" will get a buzz going.

I briefly attended a symposium at the conference where a high school teacher from Oakland humorously went into some detail that the word "radical" in the math world has more connotations than the way it is commonly used and is especially relevant to math teachers. Sol was in the audience but must have missed it. Soon Sol will be writing that the expression "free radicals" used in nutrition is a leftist plot to get political prisoners out of detention.

All Sol could report on after a full day of attendance was what he could glean from the conference brochure. And a few words from college professor Marilyn Frankenstein that food should be as free as air. Like free food would be a bad thing. Under Sol's and Rupert Murdoch's supposed free market economy (where anyone with money can buy the government) the air wouldn't be free either.

Sol Stern and Social Justice

"Admit it! You and Joel Klein are on the same side." Thus spat Sol Stern at me when we ran into each other at the radical math conference a few weeks ago. Sol is the Manhattan Institute Senior Fellow and contributing editor to the right leaning City Journal who writes on education, solidifying his reputation with critics of unions and advocates of vouchers - the idea of offering competition to the public schools. Breaking Free: Public School Lessons and the Imperative of School Choice.

In an interview with National Review Online in 2003, Stern said, "I started writing about education in 1994 when my kids were in the New York City public schools and I realized that the teachers' union contract was a big impediment to school improvement." His experience with his kids and the fact that the union contract allowed an incompetent math teacher to transfer into the top-level Stuyvesant from the low-performing Seward Park HS seemed to be enough for Sol to make a general assessment that the contract and it's allowance of a few hundred teachers each year to take seniority transfers was a major cause of the ills of the NYC school system. (Sol has accused me of making some of this up but I've heard him tell this story numerous times.)

One would expect a natural enmity towards Sol from the teachers unions and the UFT in particular. And in the early years of Randi Weingarten's tenure she did attack Sol at various UFT functions as our enemy. And there was some sniping from some of her minions at me for writing favorably about some of Sol's ideas, though I can't seem to remember any of them offhand at this time.

I got to know Sol years ago through Education Notes when asked to be added to my mailing list and we have had a number of battles (friendly) over the years arguing education policy. He is very sharp (and funny) makes one really defend their position and my understanding of my own point of view (that it is more correct that I thought) has benefited from these discussions. I also benefited from the invitation to Sol's book release at the Harvard Club where I got a yummy meal (why wasn't I surprised to find a UFT staffer like Joe Colletti there too?). I did get to ask him a question as to why he wasn't happy that the poor kids at Seward Park HS got to benefit when that math teacher went to Stuyvesant.

I know, I know. Everyone wants to get rid of bad teachers though I don't hear the same enormous outcry about bad doctors or cops, who can actually kill you instead of causing a slight disruption in your knowledge of calculus. And the argument that bad teachers cannot be gotten rid of is part of the principals propaganda machine where they claim that - poor babies - they actually have to document why they want to remove a tenured teacher instead of being able to fire them instantly for reasons like they don't like the color of their tie. Or because they don't bow and scrape before them.

Joel Klein has made many of the same arguments on seniority as Sol. Sadly, UFT president Randi Weingarten seems to agree as she joined Klein in gutting the entire seniority structure that has protected senior teachers.

Ah! Sol, Randi and Joel on the same page. A perfect alignment of the stars. But here it gets complicated. In a perfect ideological world one would expect it to be Joel and Sol vs. Randi. But it turns out to be Randi & Sol vs. Joel. On paper at least. As you know by now, Randi plays every side against the middle and I urge you to follow my golden rule -- watch what she does, not what she says.

It seems that Joel's move to use what Sol calls the progressive curriculum have made Sol and his allies like Diane Ravitch and columnist Andy Wolfe of the right leaning NY Sun big-time critics of Joel. There are other issues, of course, but the attacks on Joel by Sol have driven Randi and Sol into the same camp. Sol even got some nice space in the NY Teacher recently. Nice. Anyone but actual teachers like people in ICE and TJC who represent 20% of the working teachers should be able to get space in our paper.

Thus we come to Sol and the radical math conference. Sol has been writing about social justice in education as it relates to teachers' beliefs and to what extent they might be imposing them on their students. The recent controversy over the Beacon School student trip to Cuba has generated much press in the NY Post and the NY Sun. When a group of NYC teachers decided to hold a math conference (www.RadicalMath.org)
they got a tremendous response from all over the nation and over 400 people registered.

Sol Stern was one of them, obviously looking to upgrade his skills so he could do his own taxes. Knowing full well they were not exactly going to get a fair and balanced viewpoint, the organizers handled Sol with aplomb.

I went to the conference as a volunteer, not a participant. I was a left-leaning teacher and I was open about presenting what I thought on issues to my classes because I felt kids want to know where you stand as a teacher. (I did try to avoid issues of religion though because the kids were involved with churches and I was an atheist, though that didn't stop me from having great holiday decorations going on in my classroom). I also tried to give them both sides but in today's world how does a teacher who is vehemently anti-war give the kids a fair presentation of that idiot - er - I mean - President Bush point of view? I and other volunteers were there to show these teachers some support for their activities.

Sol attended the Powers to the People: Unit Projects for Algebra 2 and Pre-calculus workshop with Erica Litke, a teacher at Lower East Side prep.

In this interactive session, participants will explore mathematics projects from Algebra 2 and Pre-calculus that integrate the curricular objectives of upper level mathematics with real-life social justice themes. With a focus on mathematical modeling, projects will include topics such as linear inequalities, exponential functions and logarithms, and regression analysis of a set of data. Participants will work through the mathematics of the projects, examine student work and brainstorm projects for other topics in the Algebra 2 /Precalculus curriculum.

I spoke to Erica after her workshop and she said Sol asked a few questions. Probably about the logarithms. Or maybe regression analysis. And those linear inequalities - here is a clear case of a teacher using math to influence students, always raising the issue of inequalities.

I ran into Sol after Erica's workshop. That is where he accused me of being aligned with Klein. "Joel Klein has created more schools with social justice themes than any chancellor in history," Sol said. Finally, Joel has done something right. If only he hadn't ripped the school system apart by shoving all these schools into larger ones. Well, one out of two on this one.

Well, people are waiting to see what Sol writes about his experience. Will Erica be condemned for unduly trying to influence her students? Or will Sol decide that he would rather have Erica teaching his children than that teacher who transferred into Stuyvesant?

The right wing attacks on teachers who use social justice themes in their teaching to engage their kids will continue. Instead of being defensive, they are striking back. Sally Lee of Teacher's Unite starts with her letter to the NY Sun followed by a reprint of an article in City Limits about the conference. You can read some of them at my other blog, Norm's Notes.