Updated: Skoolboy Savages Kristof

DO YOU BELIEVE IN MIRACLE TEACHERS?
CLOSE THE ACHIEVEMENT GAP BY PUTTING JESUS IN EVERY CLASSROOM.

UPDATED:

Horn and Bacey at Schools Matter and Diane Ravitch on The Miracle Teacher Revisited

I tend to believe things I read. And I would usually believe Kristof. But when you actually know something about something and see a guy getting it so wrong, I wonder why I should take anything he writes seriously. Word to the wise: Don't write glowing reports about the education reform movement or about how important a good teacher is until you have a real clue. If all it takes are 4 years to erase the achievement gap by having excellent teachers, try an experiment in a bunch of places. But since you are only measuring teacher quality by test score results (rather than things like ability to control kids and nourish them) you can only use teachers who get high test scores.

At Gotham Schools

Nix on Nick Kristof’s Claims

by Aaron Pallas (alias Skoolboy)

Excerpt:

Breathlessly, Kristof reports in Sunday’s New York Times that teachers are “astonishingly important.” “It turns out that having a great teacher is far more important than being in a small class, or going to a good school with a mediocre teacher,” he writes. “A Los Angeles study suggested that four consecutive years of having a teacher from the top 25 percent of the pool would erase the black-white testing gap.”

Wow, erasing the black-white testing gap in four years sounds like a pretty good deal. And just from being taught by some really great teachers! There must be some evidence of this for it to show up in the New York Times, wouldn’t you think? Some study somewhere that actually showed that black students exposed to teachers in the top quarter of the teacher effectiveness distribution for four years in a row can routinely move from the 16th percentile in the test score distribution (roughly the black average) to the 50th percentile (roughly the white average)?

Eduwonkette in Australian TV Program on NYC Schools

You and your readers may be interested in this report on NYC schools aired on a public affairs program on a public broadcast TV station in Australia last weekend. The program is called Dateline. The Dateline website is: http://news.sbs.com.au/dateline/

The video of the program is available at:
http://video.sbs.com.au/player/news/index.php?mmid=31566&chid=13

As you will see it is disappointingly uncritical, although it does interview Jennifer Jennings (Eduwonkette) who makes a salient point.

Regards
Trevor Cobbold
Save Our Schools

Deb Meier on Teacher Unions and KIPP

From The Nation

TEACHERS' UNION

I'm rarely cheerful these days about matters that relate to schooling in America. But the decision by teachers at a KIPP NYC school to join the United Federation of Teachers, joining two other KIPP schools where the teachers are already union members, lifted my spirits. As the favorite flavor of school reform these days, KIPP (Knowledge Is Power Program) is perhaps the fastest-growing charter school network in the country. The organization of KIPP, which some schools are resisting, suggests that even those teachers attracted to "boot camp" reforms can see that America's young people shouldn't be in the hands of Ivy League volunteers who dedicate a few years "in passing" to education. Precisely out of loyalty to their students and to KIPP, some have begun to see teaching as a lifetime commitment that requires teachers' voices to be heard. A young KIPP teacher told me that he and his colleagues were looking to revise some aspects of the KIPP model as they became more experienced.

The organization of KIPP teachers refutes those who relentlessly and falsely suggest that unionism is a crutch only for weak teachers, or that without collective bargaining we'd easily produce good schooling for one and all. In some fifteen Southern states, teachers are denied the right to collective bargaining--and those states are among the lowest educational performers in the nation. What these KIPP teachers are telling us is that the best schools, regardless of their pedagogical philosophies, are those in which powerful and unafraid adults join the young to create powerful and unafraid schools.

DEBORAH MEIER

Politics is –

A: Local B: Global C: Sleazy
D: All of the Above

by Norm Scott

(For The Wave, Feb. 20, 2009, www.rockawave.com)

They say all politics is local. Or maybe in the flat world of Thomas Friedman and worldwide financial meltdowns, all politics is really global. Or both.

Politics, both global and local comes together in next week’s election for the vacant City Council seat in Rockaway, Howard Beach and South Ozone Park. That the issue of education has been put on the table makes it all the more delicious. First, some facts.

Democratic District Leader Geraldine M. Chapey is running against Lew Simon and newcomer Glenn DiResto, amongst others. A DiResto ad in last week’s Wave charged Chapey with underhanded tactics in challenging his petitions on a minor technicality, causing him to be tied up in Supreme Court and denying him public campaign funding. DiResto claims Chapey received $55, 000 of these funds. He has since been restored to the ballot and the Wave is endorsing him, but his supporters are livid at Chapey’s tactics, as evidenced by a number of letters to the Wave (“Chapey’s Disgusting Tactics.”) Hey, haven’t I been telling you all politics, global or local, is sleazy? And so are most politicians. But that’s an article for another time.

Then there is the little matter of Chapey’s million-dollar taxpayer subsidized bus service over the past decade and exactly how it is used – Chapey has refused to reveal how the funds are being spent. (I’ll leave those details for you to read elsewhere in the Wave.) Sleaze squared.

Now, onto the education connection. Chapey’s mom, Geraldine D. Chapey, has been on the NY State Board of Regents since 1998. How did she get that seat? Wave editor Howie Schwack reports that when Floyd Flake gave up his congressional seat and wanted his assistant Greg Meeks to replace him, Chapey junior held the deciding vote and traded it in favor of Meeks in exchange for the Regent seat for her mom. Rudy Blagojevich, where are you when we need you? Sleaze to the third power.

Ah, it doesn’t stop there. Let’s look at the role Chapey the elder and the rest of the Regents have played in enabling the Michael Bloomberg/Joel Klein assault on the school system, part of the nationwide attack on urban public school systems and the rights of parents and community to make basic choices as to who will run their schools. Oh yes, and the focus on blaming teachers for all the failures of the system with the consequent assault on basic union rights.

Chapey senior and her buddies gave Joel Klein the lawyer his waiver to be chancellor and have supported BloomKlein in just about every scheme they have foisted on the public, from allowing the manipulation of tests that show phony results to the just as bogus graduation rates where teachers joke about drive by diplomas – just leave your car window open as you drive by the school and they’ll toss it in. And how about the worm-ridden state education department headed by Richard Mills, one of the worst commissioners in the nation, all supervised by the Regents? Chapey and her buddies at the Regents make basic decisions about approving charter schools.

Enter charter schools
Remember those old movies about the opening of the west where the settlers lined up behind a rope and made a mad dash to claim their land when the rope was dropped? Reminds me of how the charter school movement has led to the movement of public school buildings into the hands of private interests. That is the essence of the charter school movement where most schools are non-union and very unregulated. Think: Real Estate scam. Just in the last few weeks, we have heard of the announced closings of large high schools Brandeis (upper West Side) and Bayard Rustin (Chelsea) and the smaller Health Professionals (Grammercy Park). Guess in whose hands these massive buildings built and maintained with public funding, all in Toney neighborhoods, will end up?

Add closing Catholic schools to the mix
Wait, we’re not done yet. With the announced closing of many Catholic schools – due to a great extent because the free charter schools have drained away so many students – Mayor Bloomberg has offered to come to their rescue by turning them into charters.

Now I spent years working in Williamsburg and saw how parochial school interests – in that case the Hasidic community – glommed onto as much public money as they could. (At one point, $7 million just went up in smoke, a crime for which no one spent one day in jail.) They even managed to set up a bi-lingual Yiddish school, claiming it was open to all students. Somehow, they were not inundated by Black and Hispanic kids. Believe me, it won’t be long before every denomination will seek to turn their religious schools into charters.

Now mind you, the NYC public schools are overflowing and could certainly use the often large buildings the Catholic Schools occupy – remember all those arguments that there is not enough room to reduce class sizes in NYC schools to a limit that comes close to the suburbs. But instead of trying to lease these buildings or buy them outright, Bloomberg wants to turn them over to private interests. Maybe even the church itself. Mr. Archbishop, tear down that cross – or don’t tear it down at all. Just cover it up from 8-4. There is a plan afoot for the Church to create a non-profit so they can continue to manage the schools, though, by law, no religious instruction could be offered. So, what exactly is the Church’s purpose in trying to manage these schools?

Just as I’m sitting down to write this column, Lorri Giovinco-Harte, NY Education Examiner, sends this piece she wrote on the web, based on a February 17th Daily News article:

Bishop's questionable 'donation' made to daughter of woman who assists in the approval of charters:

Just one month before Mayor Mike Bloomberg made the announcement that some city Catholic schools would be converted to charters, Brooklyn/Queens Bishop Nicholas DiMarzio made his first ever donation to a political candidate - a political candidate whose mother is involved in the approval of charter schools. Bishop DiMarzio donated the money to Queens candidate, Geraldine M. Chapey, whose mother is a member of the Board of Regents; the governing body which approves the creation of charter schools in New York. The Bishop dismissed accusations that there was a connection between the donation and the subsequent announcement that several struggling Catholic schools would be converted to charters.

The $250 dollars is minor, but it is matched by over $500 in taxpayer money. The Daily News quoted DiResto (I guess religion has a place in politics now), Simon (I've never seen the church speak out on a candidate before) and Chapey (The bishop is a citizen, and he's participating in the democratic process.) She said there was no quid quo pro for her mother to ease the way for the funneling of massive amounts of public money into the hands of the archdiocese.

Is Chapey following the same script Illinois Senator Roland Burris is using in denying he made a deal with impeached Governor Rudy B who tried to sell the Obama seat? Sleaze to the – sorry, I’ve lost track.

Gee, politics really is global.

Related:
Bloomberg Is as Bloomberg Does from NYC Educator

The Examiner article

The Daily News article

Is Seniority Killing Pawtucket Schools?

This is the way teachers are assigned in Pawtucket, RI. Have we heard calls for an end to seniority due to failing schools? Do they even have failing schools? Oh, they must. After all, the system is run by dreaded and evil seniority rules.

Teachers Pool

Who: Any teacher in Pawtucket may participate.

Where: Auditorium of one of the schools

When: Thursday after the last day of school in June

Why: Collective Bargaining Agreement has said so.

What: The assistant superintendent stands in front of the crowd (generally 500 seated teachers with others crowding the aisles) everyone carrying a card listing their seniority number.
The assistant superintendent stands before a large screen that has projected all of the available vacancies across the district for the next school year. The assistant superintendent starts by saying, "Ok, numbers 1-79, stand up if you see a position you would like and are certified for." Mr. x, a 9th grade math teacher holding onto a card with the number 54 on it, who hates his high school, sees that there is a projected vacancy at the other high school, stands up, and says, "I will take the math position at Tollman High School." Assuming no one else has bid into that position, he is the new 9th grade math teacher at Tollman High School.

Paul Moore on a "Kindler, Gentler" Rhee

Miami's Paul Moore sent this over the transom. My view is that Rhee is getting advice from the same PR people that handle Randi Weingarten, who probably told her "We can't sell out the DC teachers like we did in NYC unless you tone it down a bit." Look for the fix to come real soon, with the AFT trumpeting a great victory and selling it to the teachers with a PR blitz. A year later - uh, oh!

As her corporate masters are forced to stand down by the collapse of their global economy, Michelle Rhee has begun to change her tune in Washington D.C. The new "kinder, gentler" Rhee is reflected in this WaPo article.

As the article says, Rhee has told private audiences that the money behind her campaign to abolish seniority rights for teachers comes from Gates, Broad, Dell and Robertson.

For all the defenders of the public schools, those standing up to the corporate onslaught from NYC to LA to New Orleans, there was another revealing passage in the article. It reads, "Rhee and Mayor Adrian M. Fenty (D) also highlighted several statistics that they described as encouraging news. They reported that 14 of 17 senior high schools increased their graduation rates last year. Although the cumulative growth was only 1 percent, it represented significant gains at some schools, including Bell Multicultural (14.3 percent) and H.D. Woodson (10.2 percent)."

What this claim reflects is the success of a nationwide effort to manipulate graduation rates. It is a handmaiden of the strategy used by Rod Paige in Houston to claim dramatically higher test scores. Of course, the "Houston Miracle" has since been exposed as the "Houston Fraud". But by the time the world learned that, among a battery of tricks, students were kept in the 9th grade for three years to avoid testing Paige was the US Secretary of Education and he had the protection of the Bush justice department.

The harebrained pedagogy and the absurd policies of the privatizers were never meant to actually work but it must appear to be producing results. They cannot cite any objective measure of progress so they trumpet the appearance of success in several areas--parental involvement, student discipline and school violence statistics, and graduation rates.

To use Florida as a case study on graduation rates, the Florida Department of Education is consciously directing a policy to drive students out of certain public high schools. The NCLB Act and the FCAT have done their appointed task. Several years of low test scores have isolated the state's inner-city schools and laid the groundwork for an attack.

The FDOE has begun this attack under a program called Differentiated Accountability. The program is described here.

In the DA high schools the administrations have been directed to drive out as many students as possible. Every DA high school has been significantly depopulated with an eye to presenting higher graduation rates at the end of this coming school year.

So next fall the FDOE will send out another celebratory press release like this year's, which read, "Governor Charlie Crist today announced that Florida’s graduation rate reached its highest point ever last year at 75.4 percent, according to results released today by the Florida Department of Education (DOE). This rate exceeds the previous year’s rate by three percentage points and represents an overall improvement of 15.2 percentage points since the 1998-99 school year. The results indicate that rising numbers of minority graduates continue to play a significant role in the improvement of Florida’s overall graduation rate."

“Similar to last year, graduation rates for African-American and Hispanic students showed some of the largest growth this year, increasing by 3.8 and 3.1 percentage points, respectively. White students also showed sizeable growth, with a 2.6 point increase in their rate compared to 2006-07."

Reporting from the rabbit hole,
Paul A. Moore

Change We Can't Believe In

For Education Chief, Stimulus Means Power and Risk

Mr. Duncan said he intended to reward school districts, charter schools and nonprofit organizations that had demonstrated success at raising student achievement — “islands of excellence,” he called them. Programs that tie teacher pay to classroom performance will most likely receive money...

The bill sets aside $5 billion of that to reward states, districts and schools for setting high standards and narrowing achievement gaps between poor and affluent students. The law lets Mr. Duncan decide which states deserve awards and which programs merit special financing.

NY Times

What does this say about the ideological underpinnings of the education aspect of the stimulus spending package in an area many of us actually know something about? (Imagine what else lurks in the parts of the plan we don't know much about). Can't you see Duncan funneling money to his buddies Michele Rhee and Joel Klein who will use it to create more useless data? And he WILL buy the Tweed phony stats about rising scores and grad rates because he engaged in the same game in Chicago. One thing we know. An enormous opportunity to test the impact of class size reduction in at least pockets of various urban areas will never see the light of day.

Sorting at Charter Schools

It's nice to see one of our blogging buddies The Perimeter Primate, a public school parent in Oakland, getting more recognition. I've been intending to write more about what I have termed the 35% rule. In my years of teaching, about 35% of the children I worked with were pretty much on grade level, mostly with parents who seemed more involved with their education than the other 65%. The 35% came from more 2-parent homes and generally had less poverty levels, though we had almost 100% free lunch kids. These are the kids who end up in charter school in inner city neighborhoods, leaving the other 65% to the public schools.

We used to do the sorting through homogeniously grouping classes based on reading scores and teachers rotated each year from top to middle to bottom (when the contract was followed, which it wasn't in my school). In essence, then, we had a mini charter school effect on each grade. Thus, one year I was an amazing teacher and the next year I sucked.

PP has some amazing insights into all this from a parent on the ground.

Caroline Grannan, SF Education Examiner, is focusing some attention on these insights.

http://www.examiner.com/x-356-SF-Education-Examiner~y2009m2d15-Innercity-culture-and-the-charter-school-selfsorting-effect

In the next couple of days I’m going to feature two posts from the education blog The Perimeter Primate that I think are particularly insightful. The blogger is an Oakland resident who is a veteran public school parent and a former staff member at a diverse public school.

Yesterday she blogged about a letter she wrote to Dr. Elijah Anderson, an African-American Yale sociology professor who wrote the book “Code of the Street,” about the culture that separates “street” from “decent” people in the marginalized inner-city.

Dr. Anderson called her in response to the letter, and she also reported on her conversation with him.

PP wrote:

One reason "Code of the Street" was so fascinating to me was because of your [Dr. Anderson] insights about "decent" and "street" families. I recognized the two types immediately. Here in Oakland, I suspect the charter schools are being sought out by decent-oriented families in part in an attempt to provide their children an escape from street-oriented school mates and the havoc at school which they often cause. The resulting effect is the increasing stratification of students, school by school.

My notion is that the low-income Black parents who seek out charter schools for their children are a specific type, the type who is more likely to stress the importance of education to their children and to support the mission of the school in their homes (= “decent”). I believe that their children are more likely to end up with greater academic achievement than the children who happen to have been born to parents who lack enough of that focus.

To enroll a child in a charter schools requires more forethought, effort, research and consideration on the part of the parent. This makes the population of charter school families a self-selected one. Charter schools prefer to deny this, but I know for certain it must be the case.

So, I am beginning to envision an inner-city school landscape where charter schools appear more and more successful simply because they collect and concentrate the children of “decent” families. Additionally, they become the recipients of large donations from philanthropists because they appear to be educating inner-city minority children more effectively than the regular public schools. It is rarely admitted that the charter schools and the regular schools have an increasingly different population of families.


Read every delicious morsel at The Perimeter Primate.

Loretta Prisco Testimony Before the NYS Assembly Hearings

Mayoral Control

Feb. 12, 2009

Thank you for opening this discussion. You asked for comment on the results of Mayoral Control.

I answer in one simple word:

Fear.

But you have given speakers five minutes, I will elaborate.

Children fear being tested, retained, and being identified as a “1” or a “2”.

Parents fear that once labeled by their score, their child’s career will be over, their ELL and Spec. Ed. child will not get mandated services, and fear that if their child commits a minor infraction that used to result in a call home, now means an arrest.

Communities fear the labeling and closing of their schools, and the detrimental effect it will on their neighborhoods.

Teachers fear that a tap on the shoulder to comfort a child, or the return of a hug will cause them to be sent to the rubber room. Pedagogues, who once enjoyed collegial relationships, are fearful that low scores will bring the wrath of their supervisors and peers.

Nothing grows in fear – at least nothing worth harvesting.

As an almost 47 year public school advocate, a former public school student, teacher in and out of the classroom, a district coordinator, a city graduate student and college instructor, PTA member and president, member of the parent federation, and major critic – I daresay, I doubt anyone was more pleased than I that the “old” system folded and doubt that anyone had more enthusiasm than I for a new governance.

I will not repeat the testimony about the data which was to show that schools are moving toward success has been manipulated. You have heard it from extremely reliable sources.

Allow me to share one fear that I have. As our schools have become test taking factories with children trained to select from a few possible answers on tests with as few as 34 questions, I fear that we will not have a citizenry prepared to be the scientists solving the problems of survival on this planet, the social scientists to help us navigate a more complex world, the peacemakers for nations continually at war, the artists who express ideas in creative and innovative ways and help make a more beautiful world, and urban planners to help us plan our cities for healthy living – the problem solvers of the world.

Children who entered Kindergarten in 2002 are leaving 5th grade – an entire elementary school career under this administration. Kids get one bite of the apple – and this one has been, pardon the expression, a rotten one.

I am a member of a group that met over two years on Staten Island to design a school governance system. Our plan has been reviewed and approved by the Issues Committee of our Democratic Club and a caucus of the UFT.

Attached is a detailed version, this morning I want to identify our basic core principles.

1. The system must be based on democratic participation of the community with decision making flowing from the school level to a central body.
2. The DOE must be politically neutral and not tied to any one political office. A school system cannot change/adjust according to the political aspirations, career, whim, caprice, or ideology of a politician. It must be an independent office with responsibilities to the people of the City and operate within the regulations of the NYS Ed. Department and laws of NYC.

3. Benchmarks must be established and evaluations conducted by an independent agency.

4. Inherent in the system design must be respect and support for all constituents and recognition of their expertise.

5. Funding must be fair, equitable, transparent, with budget decisions made at the school level.

6. School and District lines must be drawn to preserve and strengthen the integrity of neighborhoods and communities.

7. A system of checks and balances must be put into place to give voice to all constituents.

8. Professionals creating and implementing instructional policy must have classroom teaching experience so that they have a clear understanding of the implications of their decisions. No waivers granted.

9. Schools in distress must be supported. Closing should be the last resort.

Our children do not deserve to go back to the old, suffer under the present or have the current system “tweaked”. We would like to suggest that an appointed Task Force be assigned to govern the system for the period of one year, continue the present structure, and hold public hearings to help plan for a new system.



Video links from David Bellel:

http://video.google.com/videoplay?docid=-1292364082718662287&hl=en


In this segment Loretta and Gene Prisco offer testimony. Lynda Bernstein is also questioned.

PURPOSE:
To review the impact of governance changes which granted mayoral control of the New York City school system Friday, February 12, 2009, 10:30 a.m., College of Staten Island Center for the Arts, Williamson Theater, 2800 Victory Boulevard, Building 1P, Staten Island, NY Catherine T. Nolan, Member of Assembly,Chair, Committee on Education. Other Members Present: James F. Brennan, Daniel J. O'Donnell, Michael Benedetto, Matthew Titone, Michael Cusick, Lou Tobacco

We are DROWNING in Paperwork

"Data collection" to be specific.

From the ICE Listserve - (I'm keeping the sender anon.)

It's special ed : Ieps, report cards, assessment rubrics, project logs, homework logs, log logs , BFAs and the motherlode of all paperwork sinkholes: Alternative Assessment porfolios.

I'd conservatively estimate that the job is, at this point, 10% pedagogy and 90% clerical.

The contract says this: "Committees composed equally of representatives of the Board ( sic) and the Union shall be established at the central, district and division levels to review and reduce unnecessary paperwork required of employees." (P.52)

Here's my question: where are said committees? Do they even exist? Can I participate in one?

UFT phone person says it should be addressed via chapter consultation committee. Is this true? Bad news for us if it is 'cause we don't have one, far as I know and we don't even have chapter meetings.

So... what do you suggest? Any help appreciated.

I responded:

As we've seen time and again, the UFT addresses the problem - and I use this term lightly - with words and no action.

This is an important issue for ICE to take up. There is no solution for one school but must be addressed on a wide basis. The problem is the UFT just plays footsie. Sure file a grievance if something is in the contract. But imagine what would happen if the union started organizing a boycott of some of the worst of these paperwork abuses and started a campaign for public support and also made a commitment to rigorously defend any teacher punished.

Don't hold your breath when we have a sell out union.
But that doesn't mean ice can't start creating pressure.

Anon responds:

I'm thinking along these lines as well. First things first: I'm trying to get my CL to tell me where these committees are and how I participate in them. So far - ignored two emails on the topic.

I think merely clamoring for the contract to be implemented re. paperwork is a good first step from the staff's POV. ( I.e. without filing an explicit grievance) It communicates disgruntlement to an echo chamber-type environment where the supervisory staff leaves the building at the same time as the teaching staff. They talk only to each other and have the staff cowed with the implicit threat of requiring even more paperwork. Meanwhile they couldn't care less what actually goes on in the classroom, in terms of *learning*. A more emotionally detached group I've not encountered in my [many] years but "I'll leave that to Dr. Freud along with the rest of it." Point is, I don't think they want a grievance and MAY respond to..... lets say, "persuasion".

More comments from ICE-mail:

LP says:

I was in an elementary school this week. I could not believe the assessment process that teachers are going through. They must administer, 1-1, a series of assessments, 3 times a year in ela. Then enter the results on a computer. They are not given any time to do it. Teaching time is severely cut, and management really can become an issue (this teacher has good management but I cannot imagine it in the class of a new teacher). This teacher, who is normally so smooth, gentle, easy going - was a wreck. I could not get a minute to talk to her. If it helped - well then, maybe it should be done. But I asked another teacher if she really had time to use the results of these assessments to help kids. She laughed. In addition, professional development is on how to assess, how to enter - that dreaded word - data - into the system, not on how to meet the needs of kids who are struggling. I sit here imagining all of the teachers of this city, entering any old data that they want... would anyone even know????

L says:

This is a big issue in most schools. It got a lot worse with the quality reviews. Every teacher MUST have an assessment binder now....NO ONE knows what exactly they want in it. Some principals go way over board with it. Why have a binder when you can just have folders for different student work and assessments? The new thing this year is that teachers are required to come up with individual goals for every student. The students are suppose to know their individual goal.

G says:

My principal hired a company to keep track of all data in glossy , professionally prepared booklets at a very high cost. Not sure exactly how much but I'm trying to find out. Here is some of what they say:

Schools work with us because they believe that the only way to improve student performance is to make instruction more effective. The only way to provide more effective instruction is to have data drive what is taught. It is only what students actually learn that matters; teaching methods, curriculum maps, pacing calendars and formal observations do not matter if students are not learning. In the business world if you want to improve something you must first be able to measure it.

The teachers have to collect and give all data to the administration every few months. And not only do the teachers have to write learning goals for the kids, the students have been hounded to write their own learning goals.Try asking a 2nd grader with a learning disability what their learning goals are?

The UFT Response? Do [another] survey.
You see, it gives people the impression you are doing something.

We are hearing from some districts and networks that some principals are asking teachers to set written, individualized goals for every student several times throughout the year. In some cases, the student goals must be rewritten each semester, every six weeks, or every month. They seem to be the result of both the changes that were initiated this year in the Quality Review, and training principals have received in their networks.

In order to effectively pursue this issue, we need a sense of how widespread this is, and we need that information quickly in order to avoid timeliness issues.

Can we quickly survey chapter leaders, perhaps by email, with the following questions?

1. To your knowledge are all or some of your teachers being mandated to set individualized written goals for all or most of their students?
2. Is this practice new this year?
3. Have teachers been given extra time to do this?

We would need this information by Wednesday, February, 4th.

For our documentation we need every district representative to respond with names of the schools that are impacted by goal setting.

Thank you

Aminda Gentile

One more issue: when are teachers to enter the data on computers? During the day on their "free" time? And if they could, how available are computers? Teachers are often left with no option but to put hours of useless work into data input at home.

Testimony on Mayoral Control For Assembly Education Committee

Patrick Sullivan testimony on mayoral control at the NYC Public Ed Parent blog

Patrick is the lone member of the PEP, appointed by the Manhattan borough pres Scott Stringer. All other borough presidents appoint little gnats who say nothing, proof that the UFT to let politicians appoint PEP members is a tweak to mayoral control that is much ado about nothing.

Late in the afternoon Patrick Sullivan, Manhattan Borough President Scott Stringer’s appointee to the Board testified. It was riveting!



Excerpt:

I hope today I’ve been able to provide you with insight into the functioning of the current citywide board. In its current form the Panel for Educational Policy does not make policy or even meaningfully advise the chancellor. Those roles are reserved for the chancellor's management consultants and the distant foundations of wealthy men: the Broad Foundation, Gates Foundation and Dell Foundation. But we parents know better. The real insight into the challenges of urban education lies in the communities, school leadership teams, PTAs, community councils. We will never have real improvement in our schools until we embrace parents as real partners in the education of their children. I urge you to restore balance, order and even simple decency to the governance of our schools.

Below is a testimonial from the UFT's Peter Goodman, also known as Ed in the Apple, a long-time employee and apologist for the UFT. He posted his view on his blog.


See what he says because he is an open example of the dishonesty of the UFT. He rose to oppose Michael Fiorillo and ICE's position which calls for an end to mayoral control. The UFT wants to pretend and convince people this is just a little matter of Joel Klein and not a nationwide attack on teachers and parents with dicatorial mayors.

http://mets2006.wordpress.com/2009/02/08/noblesse-oblige-or-the-sans-culottes-school-governance-as-an-exercise-in-democracy-as-two-views-of-governancemanagement-collide-should-governance-be-topdown-or-bottomup/

The Board is “managed” by the Chancellor: no agendas to the day before the meetings, or the day of the meeting, no minutes of meetings, vacancies on the Board abound, the Chancellor has emasculated the Board, that, in reality, has absolutely no function, and, any attempts to question any actions by Klein are rejected by Klein. The Board is a Potemkin Village

The UFT is the real Potemkin Village.

Conquering Wonkette Withdrawal

Noticing that Robert Pondiscio had some suggestions for those suffering from Eduwonkette withdrawal, I decided to go straight to the horse's mouth to get my daily data dose.

There were only a few stares at the cape and mask, not a biggie in the Manhattan mix. But I knew I should have taken them off before I got there.

'Wonkette appears to be in great health and spirits and looking forward to new adventures. I was prepared with a bunch of topics so as to get my head screwed on straight. But there is just too much to talk about. And the there were all those guys hiding behind newspapers. Looked like Tweedles to me.

Was that David Cantor lurking behind that potted plant? And was that Andy Rotherham with him?

Eighty Percent of Teachers Want Union in LA Top Charter School

LA Teachers union organizes celebrated charter school

Thanks, Vicki Bernstein

Notice how with the threat of 15,000 lost jobs they still seem to be luring people to NYC and into the TF program.

From a Teaching Fellow:

This is the email that RTR teachers received from Vicki Bernstein, the DOE's Executive Director of Teacher Recruitment and Quality as forwarded to me by a now-former Teaching Fellow:

As you have been previously advised and pursuant to an arbitrator's award, your employment as a teacher in the Teacher Reserve would extend to the end of the term (February 2, 2009) only. Unfortunately, as of this date you have not secured a position outside of the Teacher Reserve and I am writing to inform you that you are being terminated from employment as a regular substitute teacher effective the end of today.

Because you have failed to meet the requirements of the New York City Teaching Fellows program, which requires that you maintain good standing as a teacher, you are also being removed from the Fellowship effective immediately. As previously communicated to you, you may choose to reinstate with the next cohort of the program. More information about the reinstatement process will follow later this spring as details of the Cohort 18 program are finalized.

Please do not continue to report to your Teacher Reserve assignment or to your university. If you have questions regarding pay or benefits, please contact HR Connect at 718-935-4000. Information regarding continuing coverage of health benefits under COBRA can be found at
http://schools.nyc.gov/Offices/DHR/DHRForms/default.htm (scroll down to look under "Health Benefits").

I am sincerely sorry you were not able to find a position at this time but hope you will consider pursuing reinstatement.

Sincerely,

Vicki Bernstein
Executive Director of Teacher Recruitment and Quality

Riots Break Out Over Threat to Bloomberg School Control

As the minority report of the Independent Community of Educators (ICE), a report opposing the UFT's minor tweaking of mayoral control and calling for its total gutting, gains wide circulation, the NYC police department has been placed on red alert over the prospect of massive rioting as it gains wide acceptance.

When asked where this rioting will be taking place, a police spokesperson said, "Obviously, in and around the Tweed Courthouse as Tweedies, high priced consultants, charter school profiteers and all the other leeches on the DOE gravy train."

Thousands of police will be surrounding Tweed on a 24-7 basis.

Related:

ICE Minority Report: UFT Takes a Seat on Mayoral Control, While ICE Offers Alternative
ICE leaflet: Mayoral Control: Bad for Teachers, Students, Parents and Communities

NY Post: MIKE'S 'RIOT' WARNING OVER SCHOOL CONTROL
By SALLY GOLDENBERG and YOAV GONEN

February 7, 2009 --
In his strongest language yet on the issue, Mayor Bloomberg yesterday warned of "riots in the streets" if state lawmakers don't renew mayoral control of the city's schools.

"If they didn't do that, I think that there'd be riots in the streets, given the improvement" to schools, Bloomberg said on his weekly radio show.

Critics of Bloomberg's record on education - many of whom testified at a state Assembly hearing on the issue in Manhattan yesterday - said his dire warnings were off base.

"Bloomberg's bizarre comment only serves to underscore how completely out of touch he is with what public-school parents face every day," said Patrick Sullivan, one of 13 school policy board members whose appointments are at the heart of the mayoral-control debate.

Education Committee Chairwoman Catherine Nolan, citing her own experience as the mother of a public-school fifth-grader, said she had been hung up on by Department of Education employees tasked with assisting parents and ordered around harshly by school employees at a public event.

"The respect for parents starts at the top," Nolan said, eliciting applause from the crowd.
Full story

The Fiorillo Speech – Reclaiming Public Education and Reclaiming Democracy: Opposing the UFT’s Position on School Governance and Mayoral Control

by Michael Fiorillo, chapter leader, Newcomers HS

(Speech given at the UFT Delegate Assembly, February 4th, 2009)

Dear Delegates,

I’d like to thank Randi for the opportunity to speak at length today, and I’d like to thank Emil Pietromonaco and Carmen Alvarez for their openness during the Committee proceedings.

There has been a lot of talk about how open the Governance Committee meetings and hearings have been, and I agree that they have been open and collegial. But in spite of that openness, the process was fatally flawed. It was flawed because, rather than developing and describing a vision of public education that represents and actively models democracy, the Committee hamstrung itself at the beginning by being overly concerned with political expedience and how its report would be perceived and spun by our enemies on the editorial boards and elsewhere.

Now of course we understand that compromises would have to be made during the actual negotiating process, but by starting off this process by not demanding a full loaf, we’re guaranteed to just get crumbs.

The deeper reality of our situation is that school governance and mayoral control of the schools is not and never has been a response to the failings of the previous system, or to the needs of children, but is instead the primary vehicle for privatizing the schools.

Mayoral dictatorships of urban public school systems are a national phenomenon that has brought with it the closing and reorganizations of schools in favor of non-union charter and contract schools, and the diminution of services and opportunities for broad ranges of the public school population, particularly special education students an English language learners.

Mayoral dictatorships of the urban school systems nationwide have brought along with them attacks on tenure, seniority, working conditions and academic freedom. It has brought about a system with total disregard for parent input and the developmental needs of children.

Mayoral control of the urban school systems has been brought to us by the same people who brought us the financial crisis that now threatens massive layoffs and further cuts in services to children and families. Its has been brought to us by the same people who have sought to privatize what is called by Wall Street – in their actual words – “the Big Enchilada” – the last remaining bulwarks of public government, the schools and Social Security.

Privatization and private government. Of the schools, the highways, the water systems, the prisons. Even war-making is being privatized. And rest assured that as we speak the very same people are paying to find out how they can charge us for the air we breathe.

But it doesn’t have to be this way. This union can take a stand against the efforts to destroy public education by using its power to bring democracy back to the school system in New York.

The ICE governance plan calls for real limits to executive power over the schools. It calls for direct elections of some central board members and all district superintendents, for why should minority residents in New York City, as in the other four largest cities in the state, be denied the democratic input that citizens in every other school district enjoy?

The ICE governance plan calls for no more waivers for the Chancellor, superintendents, principals or assistant principals. It calls for a minimum of five years classroom experience for anyone who would presume to be an educational leader, so that teachers will no longer have to suffer the attacks of arrogant no-nothings who lack any background in working directly with children in urban schools.

The ICE plan calls for change. You may have noticed how the American people have recently voted for change in our country. Let’s bring that change to our schools. Let’s not vote to validate the failure of a system where teachers can’t tell where the incompetence ends and the malice begins. Vote to reaffirm democratic principals. Vote for change.

Can the UFT Be Forced to Act on School Closings?

I guess wearing blue on Tuesday, as the UFT is urging, is just not going to be enough.

The UFT calls school closings a fait accompli.

We are all going to have to try to stop the insanity on our own.

ICE has been distrtibuting leaflets at the schools slated to close.
If you are at one of these schools contact us.

School closings and the ATR situation are obviously related.

The ASC-ICE (ATR/School Closing committee will be meeting on Wed. Feb. 28 at the Skylite Diner on 9th ave and 34 st at 5 PM. Open to all interested parties as we try to develop a strategy to force the UFT to act in our interests.


"Rain, hail, lightning, thunder, 72 won't go under."
There was a demo at PS/IS 72 in the East NY section of Brooklyn, 605 Shepherd Ave on Friday, Feb. 6. The UFT had an official - Bob Astrowsky - and a PR person to observe. ICE's John Lawhead covered it and took lots of pics of this spirated protest attended by City Councilman Charles Barron.

John reports:
Speakers condemned the destruction of the well-functioning school and declared that Chancellor Klein was "unqualified" to be their judge. Parent leaders are outraged by the erratic series of evaluations that have run from a "school in good standing" in 2007 to a grade D in 2008.

See more of John's great pictures at the ICE web site: http://www.ice-uft.org


Brandeis Protest: Tuesday, Feb. 10
SAVE OUR SCHOOL

The Brandeis High School Leadership Team strongly protests the Department of Education's decision to phase out our school. WE call on all Brandeis parents, students, teachers and staff to join us in a protest rally on 84th Street, Tuesday, February 10th at 4:30 pm. Together we will speak out to explain why we believe our school should remain open as a large comprehensive high school serving the needs of New York City students. Mayor Bloomberg, Save Our School!!
Resolution Adopted by the Brandeis SLT on February 5, 2009

PROTEST AND PICKET
FEBRUARY 10th
Meet on 84th Street in front of Brandeis at 4:30 PM

Representatives of Brandeis Parents, Students, Teachers and Staff Will Speak Out On Why Brandeis High School Should Remain Open as A Large Comprehensive High School Serving New York City Students


MS 399X Protests DOE Closing Threat Thurs. Feb. 12
Blogger jd2718 has some comments and urges support.
Attend the Rally to
Save MS 399!!
February 12th at 5pm
In front of Middle School 399
120 East 184th Street
Middle School 399 is Working

MS 399 had a previous rally on Dec 17 -
MS399 Protest against closing/phase out designation
ICE's Angel Gonzalez made a video

http://www.youtube.com/watch?v=PqGPK_kK3MA&feature=channel_page

Debunking the Myth - Is Mayoral Control working for the benefit of NYC school children?

I'm not sure where this came from - probably from the NYC parent listserve - but I just found it on my desktop.

Low and behold I did find out. It was written by ICE's Loretta Prisco.

Teamed with Diane Ravitch's testimony - check post below - this devastating attack on the BloomKlein tenure will be just another that will be ignored by the press.


Debunking the Myth - Is Mayoral Control working for the benefit of NYC school children?

by Loretta Prisco

After 7 years, many answer with a resounding “No!” Yet, the spin coming from Tweed, supported by the influence of Bloomberg media, is drowning out the voices of those who have first hand knowledge.

Let’s separate the promise from the reality.

Did the system rid itself of nepotism and corruption?

Promise: Tweed promised to end to corruption and nepotism.
Reality: Same corruption, different players, now corporate lined pockets.

Five employees of the DOE were hired within a year of leaving the DOE in violation of NYC’s conflict-of-interest law. One operated a tour-bus firm doing business with the DOE while employed. 2-8-08 –Goan – NY Post.

NYC agencies must send contracts out to bid. Tweed routinely contracts out, completely ignoring the bid process. One result: A contract with Snapple and teachers and students pay a quarter more for drinks.

The DOE holds multimillion-dollar no-bid contracts with outside companies ($80 million contract CTB McGraw Hill alone).

The DOE, in a no bid contract, awarded a British company approximately $6.5 million plus travel and lodging expenses to conduct school reviews.

The Fund for Public Schools launched a two-month ad campaign bolstering administration claims that scores were rising. It is not mentioned that Klein was the fund's chairman or that the mayor's friends, including the Broad Foundation, had helped pay the $1 million cost of the ad campaign. Sol Stern, columnist


Did the additional funding we received go to the classroom?

Promise : The reorganization is sending additional funding directly to the schools.
Reality: Funding to the classroom has not increased.

Although our education budget has grown by $500,000,000 there has been a loss of over $80 million for instruction. Noreen Connell, Educational Priorities Panel.

“When I asked the Chancellor on Monday why he wanted to cut budgets for these schools (low performing), he said they were over funded and that money is not that important, anyway.” Patrick Sullivan, PEP member, 6-07

Of the city employees who earn $150,000 or more, 40% work at Tweed. NY Post

The DOE’s communications office is 29-strong, four times as many employees as worked in the press office under the old BOE. And that doesn't include the city hall press operation, which often joins in promoting new education initiatives, or the substantial public-relations and marketing services that the administration has received from companies, either pro bono or paid for by third-party private contributions. Sol Stern, columnist

Tweed employees have increased by more than 500 in the last 5 years (1,832 in 2003 to 2,337 in 2008).


Has student performance improved?

Promise: Student Performance will increase.
Reality: As Mark Twain once said, there are three kinds of lies, big lies, little lies and statistics. Tests and test results reported to the public have been manipulated.

2006-2007: The scores dropped for every grade as the students moved from one grade to the next. (Grades 3-7) in ELA.

Although NYC 8th grade ELA assessments increased, they increased all of the State. The test was decidedly easier. (NYC increased 5.5 points, Roosevelt, a failing district, increased 22 points.)

The Children First program was not introduced into the schools until September 2003. The Children First reforms had nothing to do with the large gains registered between 2002 and 2003 on the federal or state tests. Any improvements in that year should be credited to the previous chancellor, Harold Levy. The NAEP reports show that New York City public school students recorded no gains on the federal tests in fourth-grade reading or eighth-grade reading or eighth-grade mathematics between 2003 and 2007. Only in fourth-grade mathematics were there significant gains. The federal report plainly says that there were no significant gains for any group of students — white, black, Hispanic, Asian, or lower-income — during this period, except in fourth grade mathematics. Diane Ravitch, NY Sun, Letter to the Editor, March 6, 2008

To say that "performance has increased" reduces children's education to test taking. It's a circular argument: you limit the definition of education to a test score, pump up the scores by various means, then claim you've increased "performance." English teacher (Michael)


Has class size been reduced with the funding earmarked for that purpose?

Promise: The successful 12 year legal battle produced funding to reduce class size.
Reality: Wrong again. Even when you win, you lose in this system. Despite declining enrollment and almost $200 million in state and federal funds dedicated to reducing class size, there has been a relatively small drop in class sizes.


The Independent Budget Office shows that 61% of New York City’s public school kindergarten to third-grade classrooms exceeded the state’s early grade class size standard of 20 students per class last year. That target is part and parcel of the early grade class size reduction initiatives approved by the state 10 years ago… - Randi Weingarten, UFT,9-25-07


Accountability is the mantra of this administration. Who is being held accountable?

Promise: The system is accountable. At the bill signing ceremony giving the Mayor control, Bloomberg said, "give the school system the one thing it fundamentally needs: accountability."

Reality: After six years of totally controlling the schools, the only people held accountable are principals who have some decision making power and teachers and students who have none. Tweed is not held accountable.

After being elected, how does one hold the Mayor accountable?

Bloomberg's suggestion: "Boo me at parades."

“The way you treat our educators is part and parcel of the way you treat our students — constantly barraging them with narrow, deadening tests and demoralizing them with meaningless scores,” Jan Carr, Parent, Salk School of Science, letter to the chancellor.

In some cases, schools receiving A’s and B’s are failing under No Child Left Behind, which largely examines the proportion of students meeting standards.


With so many teachers retiring, are certified teachers in the classroom?

Promise: 100% of the teachers are now certified.

Reality: Some truth here – all teachers are now certified, but not all are teaching in their area of certification. Harold Levy, former Chancellor, under threat of a lawsuit by the NYS Commissioner, began the Fellows program which provided certified teachers.


With leadership a key component of good schools, how are our principals doing?

Promise: Schools Chancellor Joel Klein said the placement and performance of the graduates (of the Leadership Academy that he has initiated) has been strong.

Reality: The huge number of experienced leaders who have retired coupled with the addition of many principals who have limited or no teaching experience has left a serious hole.

After spending over $7 million, an average of $146,000 per graduate, one-third of graduates of Klein’s Leadership Academy are not leading our schools. Citywide, 23 percent of schools earned A's on their report cards, but only15% led by academy grads got A's. Despite a 5 year commitment letter, some were allowed to leave without penalty.

About half of the schools headed by Leadership Academy principals last year received grades of C, D or F in school report cards. PRINCIPAL TRAINING 'LEADS' NOWHERE ACADEMY GIVES CITY FLUNKIES Klein and Montefinist, Post, 11-11-07


How was this system reorganized? Who makes policy?

Promise: Teachers and parents on the committees helped reorganize the schools. Our schools will be transparent and welcome participation.

Reality: When a FOIL request was made, it was disclosed that neither teachers nor parents were on the committees. NYS law which mandates School Leadership Teams has been violated as all decision making as been given to principals.

The suddenness and number of these changes (to the school system) were purposefully made to produce “creative confusion” in the system, and “that in eight years we might finally see improvements. By doing the reorganization and actually causing some creative confusion in the system, it does make it harder for people to just rock back….I think in eight years you can expect the system will make adjustments." - Joel Klein, SI Advance Editorial Board, 12-03

Tweed instituted a grade holdover policy despite 20 years of research indicating that it is harmful to children.

Members of the PEP opposing the policy were fired on the evening of the vote.

Saved the best for last – in a category all it’s own.

A school in the Bronx is being closed because it got an F on its DOE report card and was said to be failing. At the same time each teacher and para received $3,000 because they made such “progress”. Now doesn’t that sound like a system that is working.

As much as we would like to congratulate Klein for a job well done for our students, the only job well done has been one in public relations.

Video and Written Testimony of Diane Ravitch on Mayoral Control...

.... calling for an independent board that will choose the chancellor. And an independent monitoring agency. Not quite the plan of the Independent Community of Educators, but...

See below for video and links to ICE positions.

Testimony of Diane Ravitch, Research Professor of Education, New York University, Hearings of New York State Assembly Committee on Education, February 6, 2009

I am a historian of education on the faculty of New York University. My first book was a history of the New York City public schools, entitled The Great School Wars. It was published in 1974. It is generally acknowledged to be the definitive history of the school system. Since then, I have continued to study and write about the New York City school system.

When the Legislature changed the governance of the school system in 2002, I supported the change. I supported the idea of mayoral control. I looked forward to an era of accountability and transparency. From my historical studies, I knew that mayoral control was the customary form of governance in our city’s schools for many years. From 1873 to 1969, the mayor appointed every single member of the New York City Board of Education. The decentralization of control from 1969 to 2002 was an aberration.

Having observed the current system since it was created, however, I have become convinced that it needs major changes.

It needs change because it lacks accountability. It lacks transparency. It shuts the public out of public education. It has no checks or balances. It lacks the most fundamental element of a democratic system of government, which is public oversight.

Never before in the history of NYC have the mayor and the chancellor exercised total, unlimited, unrestricted power over the daily life of the schools. No other school district in the United States is operated in this authoritarian fashion.

We have often been told by city officials that the results justify continuation of this authoritarian control. They say that test scores have dramatically improved. But no independent source verifies these assertions.

The city’s claims are contradicted by the federal testing program, called the National Assessment of Educational Progress (NAEP). The federal tests are the gold standard of educational testing.

New York City is one of 11 cities that participate in the federal testing program. On the NAEP tests, the city’s scores were flat from 2003-2007 in fourth-grade reading, in eighth-grade reading, and in eighth-grade math. Only in fourth-grade math did student performance improve, but those gains had washed out by eighth grade. The eighth-graders were the product of the Children First reforms, yet these students showed no achievement gains in either reading or math. The federal tests showed no significant gains for Hispanic students, African American students, white students, Asian students, or lower-income students. The federal data showed no narrowing of the achievement gap among children of different ethnic and racial groups.

The SAT is another independent measure. This past year, the city’s SAT scores fell, reaching their lowest point since 2003, at the same time that national SAT scores held steady. The students who take the SAT intend to go to college; they are presumably our better-performing students. Yet the SAT reading score for New York City was an appalling 438, which is the 28th percentile of all SAT test-takers. The state SAT reading score was 488, much closer to the national average than our city students.

Are graduation rates up? The city says they have climbed from 53% to 62% from 2003-2007. The state says they have climbed from 44% to 52% from 2004-2007. Either way, the city’s graduation rate is no better than the graduation rate for the state of Mississippi, which spends less than a third of what New York City spends per pupil.

We must wonder whether we can believe any numbers for the graduation rate, because the city has encouraged a dubious practice called “credit recovery,” which inflates the graduation rate. Under credit recovery, students who failed a course or never even showed up can still get credit for it by turning in an independent project or attending a few extra sessions. A principal told the New York Times that credit recovery is the “dirty little secret of high schools. There’s very little oversight and there are very few standards.” (NY Times, April 11, 2008). Furthermore, the city doesn’t count students who have been discharged; these are students who have been removed from the rolls but are not counted as dropouts. Their number has increased every year. Leaving out these students also inflates the graduation rate.

We have all heard that social promotion was eliminated, that students can’t be promoted from grade 3 or 5 or 7 or 8 unless they have mastered the work of the grade. Nonetheless, a majority of eighth-graders do not meet state standards in reading or math. And two-thirds of the city’s graduates who enter CUNY’s community colleges must take remedial courses in reading, writing, or mathematics. These figures suggest that social promotion continues and that many students are graduating who are not prepared for postsecondary education.

The present leadership of the Department of Education has made testing in reading and mathematics the keynote of their program. Many schools have narrowed their curriculum in hopes of raising their test scores. The Department’s own survey of arts education showed that only 4% of children in elementary schools and less than a third of those in middle schools were receiving the arts education required by the state. When the federal government tested science in 2006, two-thirds of New York City’s eighth grade students were “below basic,” the lowest possible rating. These figures suggest that our students are not getting a good education, no matter what the state test scores in reading and math may be.

The Department of Education, lacking any public accountability, has heedlessly closed scores of schools without making any sustained effort to improve them. Had they dramatically reduced class sizes, mandated a research-based curriculum, provided intensive professional development, supplied prompt technical assistance, and taken other constructive steps, they might have been able to turn around schools that were the anchor of their community. When Rudy Crew was Chancellor, he rescued many low-performing schools by using these techniques in what was then called the Chancellor’s District. Unfortunately this district—whose sole purpose was to improve low-performing schools--was abandoned in 2003. There may be times when a school must be closed, but it should be a last resort, triggered only after all other measures have been exhausted, and only after extensive community consultation.

The Legislature owes it to the people of New York City to make significant changes in the governance of the New York City public schools.

First, the governance system needs checks and balances. Having the chance to vote for the mayor once in four years is no check or balance, nor does it provide adequate accountability. The school system needs an independent board, whose members serve for a fixed-term, to review and approve the policies and budget of the school system. This board would hold public hearings before decisions are made. It would review the budget in public and give the public full opportunity to express its concerns.

Second, the performance of the school system should be regularly monitored by an independent, professional auditing agency. This agency should report to the public on student performance and graduation rates. Those in charge of the school system should not be allowed to monitor the system’s performance and to give principals and teachers bonuses for higher performance. Such an approach does not produce accountability; instead, it only encourages principals and teachers to find creative ways to boost their test scores and graduation rates.

Third, the leader of the school system should be appointed by the independent board, not by the mayor. The chancellor’s primary obligation is to protect the best interests of the students. If elected officials say that they must cut the schools’ budget, the chancellor should be the voice of the school system, fighting for the interests of the children and the schools. If the chancellor is appointed by the mayor, his first obligation is to the mayor, not the children.

There are many challenges facing the New York City school system. Many of the students that it serves are disadvantaged by poverty, are English language learners, or have special needs.

Changing the governance of the school system will not solve all the problems of educating more than one million students.

Nonetheless, the Legislature must learn from experience. It should correct the flaws in the law passed in 2002. That law went too far in centralizing all authority in the Mayor’s office and in excluding the public from any voice in decisions affecting their communities and their children. It is time to change the law.



http://video.google.com/videoplay?docid=4617433714635450968&hl=en

Related
ICE Minority Report on School Governance Rejected at UFT Exec. Bd.

UFT Takes a Seat on Mayoral Control, While ICE Offers Alternative

What Will Diane Ravitch Say...

... Today at the NY State Assembly hearings on mayoral control?

Rumors are she will smash them to smithereens.

Will Diane's position come down closer to the UFT's tweaks or ICE's gutting?

10 AM at 250 Broadway, 19th floor