Friday, December 27, 2013

Paul Krugman on the imbalanced boss-worker power relationship applied to NYC principals and teachers

The massive power imbalance between principal and teacher in NYC is not due to a weak economy but to a weak union. Let me expound on this point.
...employment generally involves a power relationship: you have a boss, who tells you what to do, and if you refuse, you may be fired... We don’t know how much of this profit surge can be explained by the fear factor — the ability to squeeze workers who know that they have no place to go. But it must be at least part of the explanation. In fact, it’s possible (although by no means certain) that corporate interests are actually doing better in a somewhat depressed economy than they would if we had full employment...
...  Paul Krugman, The Fear Economy, NYT
As he so often does, Paul Krugman writes an interesting column that says much but leaves out so much more.
Some people would have you believe that employment relations are just like any other market transaction; workers have something to sell, employers want to buy what they offer, and they simply make a deal. But anyone who has ever held a job in the real world — or, for that matter, seen a Dilbert cartoon — knows that it’s not like that.
The weakness in today's otherwise strong NYT Krugman column about the unbalanced power relationship between boss and worker is the lack of his mention of the weakening of unions to the point of their being snuffed as a factor.

Just think of the change in the power relationship in NYC schools under Bloomberg between principal and teachers (and the rest of the unionized school workers).

The irony here is that in our situation, this massive disparity in power in the NYC schools is not due to a weak economy and the law of supply and demand or the lack of a union (I know, I know -- some of you are giggling already). In fact, the UFT has a major presence with fingers in every pie. Yet somehow this little thing called "protection of workers' rights" is a place where our esteemed leadership chooses not stick its fingers in too deep -- if at all.

Just think about how senior teachers fare with fair school funding giving principals power over hiring higher priced senior teachers. Or how tenure can be delayed year after year. Or how untenured teachers are at the mercy of a principal who can end their career with a swipe by giving them a Discontinue which blackballs them from working in any school in the city even if a principal wants them.

All this (and more) with barely a peep out of the UFT leadership. In fact if you want to look back at a list of 15 years of failure of the UFT leadership, possibly this imbalance (which even when I taught I thought was too much in the principals' favor) is now at the point of insanity. Truly, on many levels and in many schools the union just doesn't exist -- I think there are teachers in Mississippi with better balanced principal-teacher power relationships.
The fact is that employment generally involves a power relationship: you have a boss, who tells you what to do, and if you refuse, you may be fired. This doesn’t have to be a bad thing. If employers value their workers, they won’t make unreasonable demands. But it’s not a simple transaction. There’s a country music classic titled “Take This Job and Shove It.” There isn’t and won’t be a song titled “Take This Consumer Durable and Shove It.”
So employment is a power relationship, and high unemployment has greatly weakened workers’ already weak position in that relationship.
Krugman goes on to talk about the "Quitting rate" as a measure -- and I'll have an analogy to our teaching situation in the other end of the quote that contradicts Krugman's point.
We can actually quantify that weakness by looking at the quits rate — the percentage of workers voluntarily leaving their jobs (as opposed to being fired) each month. Obviously, there are many reasons a worker might want to leave his or her job. Quitting is, however, a risk; unless a worker already has a new job lined up, he or she doesn’t know how long it will take to find a new job, and how that job will compare with the old one.

And the risk of quitting is much greater when unemployment is high, and there are many more people seeking jobs than there are job openings. As a result, you would expect to see the quits rate rise during booms, fall during slumps — and, indeed, it does. Quits plunged during the 2007-9 recession, and they have only partially rebounded, reflecting the weakness and inadequacy of our economic recovery.
So Krugman finds that the quit rate has dropped as the power relationship in favor of the boss (due to the slump) has risen - an inverse relationship.

Now let's apply that to the NYC school system where as the power relationship has tipped so far in favor of the principal the quit rate seems to have risen (I have no data here only word of mouth) -- which makes perfect sense --- as teaching becomes intolerable people will leave. Or go to another school -- so maybe I am taking the broad look at "quit" to include leaving the school of an abusive boss -- turnover rates at schools are an indication.

But of course, the power imbalance between principal and teacher is not due to a weak economy but to a weak union.

Krugman explores the debate in progressive circles:
There’s been a somewhat strange debate among progressives lately, with some arguing that populism and condemnations of inequality are a diversion, that full employment should instead be the top priority. As some leading progressive economists have pointed out, however, full employment is itself a populist issue: weak labor markets are a main reason workers are losing ground, and the excessive power of corporations and the wealthy is a main reason we aren’t doing anything about jobs.
Yes, 'tis the power of corporations and the wealthy, who own the politicians (and don't bet they don't or won't own de Blasio).

Now, here is the crux of Krugman's piece with a lot of truth. The poor economy and weakening of labor that goes with it is GOOD for corporate profits, not bad for them.
The economic recovery has, as I said, been weak and inadequate, but all the burden of that weakness is being borne by workers. Corporate profits plunged during the financial crisis, but quickly bounced back, and they continued to soar. Indeed, at this point, after-tax profits are more than 60 percent higher than they were in 2007, before the recession began. We don’t know how much of this profit surge can be explained by the fear factor — the ability to squeeze workers who know that they have no place to go. But it must be at least part of the explanation. In fact, it’s possible (although by no means certain) that corporate interests are actually doing better in a somewhat depressed economy than they would if we had full employment.

What’s more, I don’t think it’s too much of a stretch to suggest that this reality helps explain why our political system has turned its backs on the unemployed. No, I don’t believe that there’s a secret cabal of C.E.O.’s plotting to keep the economy weak. But I do think that a major reason why reducing unemployment isn’t a political priority is that the economy may be lousy for workers, but corporate America is doing just fine.
Thus explaining the corporate/politician complex of killing labor, cutting spending that makes life for working class worse, and killing the safety net for those falling.

once you understand this, you also understand why it’s so important to change those priorities... the excessive power of corporations and the wealthy is a main reason we aren’t doing anything about jobs. Too many Americans currently live in a climate of economic fear. There are many steps that we can take to end that state of affairs, but the most important is to put jobs back on the agenda.

Sorry Paul, the "changing priorities, putting jobs back on the agenda" train left the station a long time ago. It will take a hell of a lot of bodies marching in the street to change the conversation. With American workers and unions being so dormant where can we get some zombies?

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Read the full Krugman column in the order in which it was written (call me Paul if you need an editor):

http://app.nytimes.com/#2013/12/27/opinion/krugman-the-fear-economy

Not a Wonderful Life: Education Writer’s Block

The Wave - Published Friday, Dec. 27, 2013 - www.rockawave.com

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Not a Wonderful Life: Education Writer’s Block
By Norm Scott
Tuesday, December 24, 2013

Ahhhh, a chance to write an end of the year column. I can sum up all that happened in education over the past year and make predictions or a wish list for the future – class sizes of 15, retroactive pay raises for all. When you are involved in education, as I was from the age of 5 until 57, when I retired, you think of a year ending in June and beginning in September (my Jewish ancestors who established the New Year over 5000 years ago were on to s omething). So from the view from School Scope, this is not really an end-of- the-year column. Or maybe it is.

Kevin Boyle emailed the other day suggesting a column name change from “School Scope” as a way to open up a broader range of issues to write about. I did inherit the column from former Wave editor (and teacher )Howard Schwach who showed a lot of faith by turning his baby over to me when he became Wave editor. I am reluctant to see the franchise totally disappear. Since Sandy I have been doing less writing in this column on education issues. I do enough of that on my blog. So maybe the time is right to use this space to broaden out. I started to throw possible column names out to Kevin. “School Scope Plus” was one idea. After a few others Kevin wrote, “Stop being a kvetch.” It does my heart good when an Irishman demonstrates his knowledge of  Yiddish – though I believe Kevin thinks “Kvetch” means “pain in the ass.”  How about calling the column “The Kvetch”?

But do I really want to continue my usual kvetching if I break out of the education writing mold, allowing my thoughts of dystopian doom to depress everyone? I want  to do a column that will lead to world peace and saving the human population from extinction. Eight hundred words every two weeks should do it.

Well, when presented with this opportunity to write about ANYTHING, I end up sitting here all morning with writer’s block. Too many choices have led me nowhere. What should I write about? The wonderful movie we saw Saturday night, “American Hustle”? Or the equally wonderful novel “How Green Was My Valley” which I read after seeing the 1941 film on TCM? My landscaping project? Robotics? My house a year after Sandy? Damn you, Kevin, you’ve opened up a Pandora’s box and I can’t think of anything to write about.

Well, the good news is that I can spend 3 hours tonight watching “It’s a Wonderful Life” for the hundredth time, with commercials and all (we need those bathroom breaks now).  One would think that an avowed atheist would not go for that “angel gets his wings” mumbo jumbo. But if you look at the movie from only a religious perspective you are missing key points about the movie’s critique of unfettered capitalism. Jimmie Kimmel did a hilarious riff with his FOX News version, “Mr. Potter and the Commies of Bedford Falls.”

The trailer says it all: This capitalist had a dream: to transform Bedford Falls into a modern entertainment and business mecca, creating hundreds of new jobs. But one man would stand in his way: Draft-dodger George Bailey and his socialist Building and Loan. Will Henry Potter's common sense reforms win the day, or will George Bailey succeed with his scheme to redistribute wealth? How far will Bailey go to destroy free markets and economic progress? How low will he sink? (See it at: tinyurl.com/nl2d8hw).

Hey, I know of one guy who can reconcile the dual religious and socio-economic themes of “It’s a Wonderful Life.” In the new version of the movie, playing the role of George Bailey:  Pope Francis – except for that wives and kids thing. (Sorry Zuzu).

Norm continues to blog about education every day (sigh) at ednotesonline.com.

Thursday, December 26, 2013

Walcott Public Schedule - To Hand Honorary Diploma to 100 year old

Come on Norm he's just trying to improve the graduation numbers.... Jane M from Change the Stakes
And so it comes to this -- but not the worst way to end it – Unless Walcott closes the nursing home on the way out or opens a charter nursing home next door so Rose Shimony's other birthday present could behaving a choice of nursing homes.


MEDIA ADVISORY
For Planning Purposes Only
December 26, 2013
http://intranet.nycboe.net/graphics/doe/images/downloadicons/downloads/DOELogo-Color-WhiteBG-v.gif


PUBLIC SCHEDULE FOR
CHANCELLOR DENNIS M. WALCOTT


Friday, December 27, 2013


10:30 A.M.
Awards Rose Shimony with an Honorary Diploma in Celebration of Her 100th Birthday

The Sephardic Nursing and Rehabilitation Center
2266 Cropsey Avenue
BROOKLYN

###

Contact:  Chancellor’s Press Office (212) 374-5141
 


Without a Bang or a Whimper: Dennis Walcott and the Banality of Shilldom - Unless I missed something, contrary to the hagiographic sendoffs to Joel Klein, New York City Department of Education Chancellor Dennis Walcott has passed ...

Farina Delay: Charter lobby, ed deformers and UFT and allies working behind the scenes?

Who might be opposing a Farina appointment? I know some people are left scratching their heads at what seems on the surface an unholy alliance. Can we talk?
We know that de Blasio has been getting pressure from the Obama administration to appoint a pro-test person. As Naison says, given that she wants the job and de Blasio supposedly wants her, Farina should have been announced a week ago. That she wasn't means there is something funky going on behind the scenes.... RBE at Perdido St.
I often trust Vera Pavone's instincts. She looks at the delay from the point of view that Farina is not so desperate for the job as to be a lap dog and in fact is making her own demands to de B for certain resources and personnel if he wants her to be chancellor -- probably the only person he can choose at this point that would not lead to a massive public outcry of "sellout... Ed Notes
With many real reformers having settled on Carmen Farina as the best we could do at this time, what seemed like a slam dunk 10 days ago is causing concerns over the delay given that we are days away from the end of the Bloomberg reign. Farina is certainly not perfect given her ties to the old ed deform BloomKlein regime but for educators with a progressive, child-centered view, Farina's history before the BloomKlein era might point to a lowering of the test-tosterone.

Last night I was with a friend who confirmed she got it directly from Farina when she left Tweed that Farina was told (not sure by whom but I'm guessing Klein) that she didn't have the skill set for the job.

Mark one for Farina.

RBE at Perdido Street School has a post today worth sharing. No Chancellor Pick Announcement Coming Today 
And so we wait, and the longer we wait, the more I wonder what is going on behind the scenes to delay the announcement. Mark Naison has been tweeting all kinds of warnings about de Blasio picking a reformy chancellor, suggesting that is what may ultimately happen:
Kamagana @ya_kamagana
@McFiredogg you are scaring me with your posts.. do you have inside information?

Mark Naison @McFiredogg 
@ya_kamagana Some. Carmina Farina should have been appointed a week again. Something happened and it's not good.
So, Mark Naison has some inside information and he is concerned. His wife is a long-time progressive principal in District 15 and probably has some ties to Farina. Which to me means there is concern in the Farina support camp.

RBE points to Obama/Duncan.
I would agree that the delay is unsettling. We know that de Blasio has been getting pressure from the Obama administration to appoint a pro-test person. I would say one thing - you can bet the reason for the delay in the chancellor announcement from de Blasio is not a good reason. 
While Obama - and maybe the Clinton's - might be doing behind the scenes work -- and given Farina's original ties to BloomKlein -- I don't see why they would think her such a great threat to the testing program as to get involved -- I
have a somewhat different take and view things in a more local manner.

My friend Vera Pavone shared her analysis at a party we were at last night when I brought up the story of the Farina appearance at PS 15 2 weeks ago with Diane Ravitch (and Julie Cavanagh) basically at the flash point of an expected announcement by deB for her as chancellor. I believe there is a connection to the delay.

But first let me bring in the UFT which prefers Cashin and I imagine they and their astroturf supporting orgs worked behind the scenes. (That Cashin has disappeared from the conversation is not a slam dunk she is done -- from what I know of her she will not give up until Yogi Berra sings to the fat lady.

One interesting thing happened -- an internal email inside the UFT requesting "information" on Farina. I didn't hear a similar request for Cashin.

Back to the PS 15 story.

When I heard the day before the Ravitch/Farina event that Farina was going to introduce Ravitch, I said, "No way she'll show" given the swirl of her pending announcement. I was assured she would show but was still surprised she did.

There were a few factors in my reasoning that she might be hurting her candidacy with this act.
  • PS 15 was the epicenter of one of the major co-location battles with a charter school and Farina was thus sort of taking sides in her support of PS 15. The charter lobby must be fuming.
  • Support for Ravitch, who by the way as a major deB supporter but in the deform community is poison.
  • Julie Cavanagh and the prominent role she has played in the battle against ed deform (especially our movie) plus of course her role in MORE and the fact she ran against Mulgrew. PS 15 is a MORE school top to bottom. How does the Farina connection to the school play inside the UFT?
When I heard Farina did show I figured she might be making a mistake and until Vera's analysis last night, was sure she had.

So Vera's point is that Carmen knew exactly what she was doing that evening and in fact was sending a message to de Blasio and the ed deformers -- and maybe even the UFT leadership (as opposed to the rank and file teacher) that she would not be a patsy and if de B wanted her it would be as much on her conditions as on his.

I often trust Vera Pavone's instincts. She looks at the delay from the point of view that Farina is not so desperate for the job as to be a lap dog and in fact is making her own demands to de B for certain resources and personnel if he wants her to be chancellor -- probably the only person he can choose at this point that would not lead to a massive public outcry of "sellout.

If this is true my respect for Farina rises. But I worry that she adheres to the ed deform concept that the way to improve education is to improve the teachers (or replace them). Meaning: PD and U-ratings will not go away.

A litmus test would be just how a Farina admin would address a Portelos-like case where an outstanding teacher who sacrifices enormous amounts of time to do stuff for the school eventually comes up against an incompetent and repressive school administration.

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Read the Gotham Schools Report on the PS 15 event (also check the comments).

Chancellor candidate Farina praises Ravitch, but keeps distance

Will de Blasio's DOE rescue Adult Education from Superintendent Rose-marie Mills?

Sent to Ed Notes anonymously:

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Laura Feijoo                                                                                        December 2013
Senior Superintendent
District 79
New York City Department of Education

RE:      Removal of superintendent Rosemary Mills

Dear Senior Superintendent Feijoo,

We in New York City adult education are perhaps very close to a tipping point in the relentless attack upon the morale of the instructors and support staff of the Office of Adult & Continuing Education programs and services. There will come a time in the near future when a room filled to capacity with OACE teachers and staff will express serious concerns about Superintendent Mills, and the numerous non-adult education administrators that she has brought in and imposed on this program in such a short time. We are heartened to see that more voices are beginning to surface (see attached internet article) and we request that this matter be addressed as soon as possible. While some of Ms. Mills’ questionable practices during her previous tenure at District 19 are known anecdotally, we want to be sure that this time there is a readily available paper trail documenting the issues.

In light of the increasing concerns regarding accountability in public education we respectfully request that this and all previous letters regarding the removal of Superintendent Mills be placed in her file.  Someone in such a vital and critical role should be capable of facilitating, supporting, and understanding the needs of adult educators and by extension, the 40,000 students they serve year in and year out. This superintendent has demonstrated quite the opposite, alienating a vast majority of the personnel in this program and displaying little care, respect, or understanding for adult learners or adult educators and support staff.

Our concerns with regard to Superintendent Mills are numerous, but chief among them:

*A superintendent who has had zero experience in adult education, bombarding OACE teachers and staff under a with an increasing barrage of P-12 based policies, including obsessive preoccupation with Common Core standards and poorly aligned textbook and classroom resources. Not a single, veteran Instructional Facilitator within this program was consulted on the purchase of several hundred thousand dollars worth of books, resulting in a massive waste of money on materials that are not aligned with adult learners.

*An overbearing, punitive and unthinking approach to the closing of classes based upon a new policy of ADA 20 students, “or else”.  Where did this number come from?  Are there budgetary concerns because of the dramatically increased layers of administrative personnel that the superintendent has brought in to OACE in just one year, none of whom have had a single moment of adult education experience? There seems little appreciation for the realities of adult learners and their numerous life issues.

*Increasingly onerous, punitive and misguided workplace regulations governing:
·      teachers leaving their room to use the bathroom or for any justifiable reason,
·      Ever-increasing and redundant paperwork , increasingly data-driven mentality that sacrifices real teaching for mindless, rote, mis-aligned policies that do not serve adult students and demand increasing time and energy from teachers who have never had any prep time.

*Increasingly onerous, P-12 teacher assessment models and micro-managed lesson plan and preparation requirements  that demand ever increasing time and resources, including  a slavish devotion to one-size-fits all approach in the classroom, demonstrating little ability to think critically about adult learners and their educators.

*The elimination this year of any type of outside professional development towards the mandated annual PD hours, and in its stead, repetitive and redundant exposure to the Common Core standards and Danielson framework. These are adult students and we are adult teachers. Even P-12 schools are rejecting the Common Core. In past years teachers were afforded the flexibility to select meaningful professional development beyond the limited offerings of OACE.

*The sell-out of the Manhattan Adult Learning Center in Harlem to yet another Charter school co-location. Indeed, was Ms. Mills brought in to facilitate the shrinkage and eventual demise of the largest adult education program in the country, which every year serves 40,000 immigrants, parents, people of color, and hardworking adults seeking to improve English, High School equivalency, technical skills and certifications in an increasingly disparate city?

*An inability and unwillingness to engage in any type of meaningful dialogue with or respect for the decades of experience in adult education of the vast majority of instructors and support staff in this program.

We respectfully demand a change in leadership, one that will serve, facilitate, and honor the practices and successes of this long-standing adult education program, the largest adult education program in the country.

Let the Office of Adult & Continuing Education return to its primary goal of service to the community, not obsessive worship of state testing rubrics and P-12 Common Core standards which have little relevance to androgogy (pedagogy for adults).

When you have one of Ms. Mills’ hand-picked principals resigning in protest, you have ever-increasing evidence that her leadership is very problematic.

Ms. Mills seems to be of the opinion that she was specially selected to serve as Superintendent of the Office of Adult & Continuing Education.  If this is so, we would respectfully ask who made the determination that this excellent program, which has served disadvantaged and deserving adults since the 1960’s, has been targeted for such morale-crushing, insensitive leadership?

In the spirit of accountability in education, we repeat our earlier simple request: 

Please distribute a guaranteed anonymous survey to all administrators, educators, and support staff in this program in order to assess the performance of superintendent Rose Marie Mills. Leave room for comments.

Cc:       (w/enclosures)
Dr. Dorita Gibson, Deputy Chancellor
Carmen Farina, Mayor de Blasio transition team
Tara Colton, Executive Director, Mayor's Office of Adult Education
Dennis Walcott, Chancellor

Schools Matter on union leader duplicity - or how many sides of your mouth can you speak out of at the same time?

As a follow up to our Newark post the other day (Randi, Cami and Newark: Anyone for a Quisling Refe...) and after some flame wars with Randi and Leo on twitter today (which I hope to follow up on) here is a piece from Schools Matter worth checking out.

On December 10 Randi Weingarten flew into Newark with her gold-plated bullhorn to protest the entirely predicted outcome to a teacher contract that she helped negotiate just over a year ago.  

At the time, the Newark agreement gave bragging rights to Republican governor Chris Christie for making New Jersey the first state in the Union to base teacher pay on student test scores and on a teacher evaluation scheme that was nothing more than a Christie promise when Weingarten signed off on it.   

Now, with teacher grievances piling up based on the meritless merit pay plan that Weingarten approved of last year, a visit to Newark was called for in order to pretend that Randi was against the contract all along.

The facts tell a different story, however. Upon approving of the new contract last November, Weingarten gushed,



“This agreement ensures that teacher voice, quality and experience are aligned with increased professionalism and better compensation.”
In an interview on December10, 2013 Weingarten had something quite different to say about the contract that her posse of lawyers helped to craft in 2012:
Weingarten aimed some of her harshest and most personal criticism at the teacher contract ratified last November, criticizing not only state appointed schools Superintendent Cami Anderson, but also the man who appointed her, Gov. Chris Christie, who gave the final go-ahead to that labor agreement.
“A lot of people feel a huge sense of betrayal,” Weingarten said. . . “You made a promise to act differently, and you have instead acted exactly the same,” she said of Christie.

Classic Weingarten, who knows more about betrayal than she is willing to admit.
Excerpt from Schools Matter

Remember Newark?  Just exercise a little trust in corporate ed reformers to get it right. What can go wrong?
So remember – the next time that Weingarten comes to your town with her bullhorn and satin handcuffs, along with her posse of fellow lawyers trained in obfuscation and the art of the diplomatic lie, and her well-rehearsed expressions of solidarity with parents, children, and teachers, I hope that you will ask her which of the policies that she now protests are ones that she did not support at some point in the very recent past, or even the present, or even the future--if we can just get it right.

Wednesday, December 25, 2013

Susan O warms us up on a cold Xmas morn

UPDATED With cartoons.

The miracle of this season is that the Burlington paper actually printed an anti-Common Core Op Ed.
http://susanohanian.org/core.php?id=647

They promised to print one of mine but never did. I hope this is a sign of an editorial shift.

Elsewhere, the Corporate Rule abounds. Take this cartoon, where sugar plums aren't dancing in infants' heads. Instead they are watching their iPad apps from the comfort of their Fisher-Price Apptivity (TM) Seat, getting in step to be workers for the Global Economy.

http://susanohanian.org/show_nclb_cartoons.php?id=992

As usual, I can't remember if I sent the following cartoons. They are laugh-out loud funny: the wisdom of children.

Following Directions
http://susanohanian.org/show_nclb_cartoons.php?id=991

Name the Quadrilaterals
http://susanohanian.org/show_nclb_cartoons.php?id=990

NOTE: I call your attention to 'CPS says no to charter schools, but Michael Madigan says yes' by Dan Mihalopoulos. Yes, it's Illinois politics but important to us all.

1. Kudos to reporter to digging in and revealing it
2. My notes reveal the part the unions played in all this.
3. We need to stop supporting Democrats just because they aren't Republicans.

Hoping for The Revolution in 2014.

Susan

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The wrong choices on standards Vermont should opt out of the Common Core curriculum
Keri Gelenian
Burlington Free Press
2013-12-23
http://susanohanian.org/core.php?id=647

Here's a strong denunciation of Common  Core from Vermont school administrator.

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Connecticut Governor to drop a $1 million to persuade voters to support Common Core
Jonathan Pelto
Wait What? blog
2013-12-22
http://susanohanian.org/core.php?id=646

It's interesting that two governors who overcame dyslexia support 'solutions' shipped in from central headquarters rather than individualistic local decision-making.

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D.C. schools gave 44 teachers mistaken job evaluations
Nick Anderson
Washington Post
2013-12-23
http://susanohanian.org/data.php?id=532

One teacher was fired because of mathematical error in rating system. What can you expect from an outfit that talks of Teacher and School Dosage?

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Common Core and your family's data
Bob Confer with Ohanian notes
Lockport Union-Sun & Journal
2013-12-23
http://susanohanian.org/data.php?id=531

The NY Times doesn't care but news  of the invasion of privacy and sharing of information across multiple sectors is getting to some local newspapers.

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Common Core in Kindergarten Class
a teacher
Diane Ravitch blog
2013-12-22
http://susanohanian.org/core.php?id=644

Close reading in kindergarten

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Testing Expert Calls for Moratorium on Common Core Testing
Fred Smith
Change the Stakes
2013-12-11
http://susanohanian.org/core.php?id=643

A longtime employee of the NY citytate board of education testing department calls for a moratorium on Common Core-aligned testing.

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    Orwellian Statements by Education Secretary Contradict Teacher Testimony to State Board of Ed
Susan Ohanian
Second  Vermont Republic
2013-12-18
http://susanohanian.org/core.php?id=642

Vermont Education Agency ignores kindergarten teacher testimony but touts hot air from praise of Common Core.

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Following David Coleman's Common Core Model: 17 Days on One Short Story
Reality-Based Educator
Perdido Street School
2013-10-19
http://susanohanian.org/core.php?id=641

Don't miss this close-up look at how 'close reading' works in Common Core, as well as the writer's conclusions of why this is happening.

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Millions in private money poured into Common Core promotion
Valerie Strauss and Carol Burris
Washington Post Answer Sheet
2013-12-10
http://susanohanian.org/core.php?id=640

Good information here but the vastness of the Gates influence is understated.

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SUBSTANCE EXCLUSIVE. 'While, I respect the right to opt out of testing, it is extremely important that all families understand that by doing so their child’s future could be negatively impacted...'
George N. Schmidt with Ohanian notes
Substance
2013-12-22
http://susanohanian.org/outrage_fetch.php?id=0

I take a look at some of the people running NWEA and their Chicago connections.

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CPS says no to charter schools, but Michael Madigan says yes
 Dan Mihalopoulos with Ohanian notes
Chicago Sun-times
2013-12-23
http://susanohanian.org/outrage_fetch.php?id=1750

Some bloggers accuse Illinois Speaker of the House Madigan of incestuous relations with Concept Charter and Gulen. I offer some info on  union connections with Madigan.

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Mayor Bloomberg says Plight of Homeless 11-year-old is 'just the way God works'
Susan Ohanian
blog
2013-12-20
http://susanohanian.org/outrage_fetch.php?id=1749

Bloomberg attributes plight of homeless child to 'that's the way God works.'



Fisher-Price preparing worker for global economy. They call this the Apptivity (TM) Seat--for iPad device.

Newborn to toddler.

$79. iPad not included.

Download free apps for this product, created with child development experts. As baby gets older, age-appropriate (sic) apps introduce letters, numbers and more through sing-along songs, sounds and friendly characters.

Three-point restraint for safety (won't protect infant from adult stupidity).

Fred Smith, Poet Luareate of the Real Reform Movement

The Night Before… Once More
‘Tis the old year that’s closing rosy and gloomy,                  
In with de Blasio and goodbye to Bloomy.                          

With citywide hope cautiously mingled with doubt,            
We’ll soon know down here whether to smile or to shout.   

Some fresh air to breathe, perhaps, while out of the North,  
Tisch and King blow chill winds and continue to froth.       

Insistent on putting coal core in each stocking,                     
They say with disdain our resistance is shocking.                 

“Tough standards we need them to prep kids for college,    
Make them think deeper, absorb non-fiction knowledge.”   

Took Tisch merely a decade to find the right path                
And figure that graduates should read and do math.            

Now there’s no time to lose, can’t afford to be late.             
We must race to the forefront; let other states wait.             

High expectations are back in fashion again.                        
“Hail to our boldness!  Can we get an amen?!                      

The answer is simple. We’ve discovered the Grail.               
Yet in order to grasp it, most children must fail.”                 

But New York parents from each hamlet and region            
Began to question SED’s rhyme and reason.                        

Teachers and principals also were worried;                           
They knew very well the “reform” had been hurried.           

Lofty goals had been set—wrapped in gold platitudes         
“Overcome inequities; reach high latitudes.”                         
Who’d dare to attack that—why, you might as well try       
To take arms against motherhood and apple pie.                   

But launching the Core would require much testing             
Which took place in April. And things got interesting.                     

We were warned that kids would be frustrated and fret.     
To the State that made sense, not a cause for regret.            

For they needed some measure to anchor the Core,              
No matter how poor the tests or how low the score.             

But the exams were so bad—much worse than they’d dreamed,     
Items so difficult, teachers silently screamed.                                   
Children couldn’t finish them; many even cried.                  
Parents said enough this time, and protests grew wide.        

King and Walcott assured them: “You don’t understand.    
A thirty percent drop in scores—Just what we’d planned.   

We now have a baseline from which we can grow.               
Going Down is the New Up.  Why, didn’t you know!”       

But if tests were the answer one question remained             
Where were all the resources to get teachers trained?           

To give students a chance of meeting Core standards          
The public rose up.  Explanations demanded.                       

Tisch and King had to leave their Albany palace                  
And hear how we felt ‘bout their Common Core Chalice.    

“How dare you set children up as pawns to knock down?   
This isn’t some board game and you aren’t the Crown!”      

King heard it straight from parents at his first forum.           
Teachers spoke up too.  He cringed.  It lacked decorum.      

Syracuse and Poughkeepsie—feelings running strong;         
Eastport roared the many ways the Core was wrong.           

Got so hot, King lost his cool; the jeers upset him.               
Saw soccer moms and special ops out there to get him.        

“That’s it.” he said. “It’s too real. Time to change the rules.
Give me crowds who love the Core, not truth-seeking fools.

‘Specially now, when I’m forced to visit the City.
Those crowds will be loud and show me no pity.”

And sure enough in Brooklyn, those allowed to speak
Each bore an I ♥ Core sign.  It truly was weak:

The sound of Core, Core seemed like cawing from all rows,
I felt I’m in a cornfield surrounded by crows.

The next night the City held a much fairer forum.
Half the crowd taught Tisch and King the meaning of De-Core’em.

~And so back to the future and twenty-fourteen.
We’re stronger now and growing and we have a dream.
~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~
And my friends, with 2014 upon us, we must hope with vigilance that the new mayor honors his commitment to a progressive agenda for the good of all children in the sacred trust of the New York City Public Schools. We know we must continue to beat back those at all levels who would do them harm.

Happy Holidays and a Healthy New Year.

Fred

Tuesday, December 24, 2013

Cato Holds Conference to PROVE Early Education Makes No Difference

Why hold a conference when you already know the answers? What next, finding research showing that pre-natal care has no impact? Actually, why have health care at all?

Ask anyone involved in this sham if they send their own kids to preschool programs. Will they mention the multi-million word gap between wealthy and poor kids entering school? Cato claims benefits of pre-school don't last. Of course if that is all we do they may not last. That's like saying that treating ill people with drugs and then taking them away means they get sick again.
Norman,
I wanted to let you know about an upcoming Cato event happening on January 7th that I thought you might be interested in covering.  The event centers around the debate over universal preschool education and features an excellent line-up of panelists including David J. Armor, Professor Emeritus of Public Policy, George Mason University, Deborah A. Phillips, Professor of Psychology, Georgetown University, Grover J. “Russ” Whitehurst, Director, Brown Center on Education Policy, Brookings Institution, and William T. Gormley, University Professor of Public Policy, Georgetown University.  The event will be moderated by Cato scholar Neal P. McCluskey, Associate Director, Center for Educational Freedom, Cato Institute.
For more details, please see the link below.  Additionally, if you’re unable to make it to the Cato Institute, we do stream all of our events live online.  Just go to cato.org/live at the time of the event.  We also post complete video coverage of the event on our website within a day of the event’s occurrence. 
If you would like to attend feel free to send me an email and let me know, I’ll make sure you’re added to the list of attendees.  Also, if you would like to interview Neal McCluskey don’t hesitate to let me know and I can arrange a time.
Thanks for your consideration,
Alexa
Alexa Moser
Media Relations Coordinator
The Cato Institute
Phone: 202-789-5251
@CatoPress
Here are some quick links on the issue so there is not need to try to guess the outcome of the conference.
  1. Preschool is No Answer | Cato Institute

    www.cato.org/publications/commentary/preschool-is-no-answer
    by DF Salisbury - ‎2012 - ‎Cited by 1
    Those who call for more state funding for preschool age children are ignoring one important fact: American preschoolers are doing better than ever. Throughout ...

  2. The Poverty of Preschool Promises: Saving Children ... - Cato Institute

    www.cato.org/.../poverty-preschool-promises-saving-children-money-ea...
    by AB Schaeffer - ‎2012 - ‎Cited by 1 - ‎Related articles
    The political momentum behind state-level preschool programs is tremendous, but existing proposals are often flawed and expensive. Preschool can provide ...

  3. Preschool Education: What the Research Says | Cato Institute

    www.cato.org/events/preschool-education-what-research-says
    by N McCluskey - ‎2014
    Indeed, touting the benefits of “high-quality” programs, President Obama has proposed spending $75 billion to expand preschool to all four-year olds. But on ...

  4. Universal Preschool Is No Golden Ticket: Why ... - Cato Institute

    www.cato.org/.../universal-preschool-is-no-golden-ticket-why-governme...
    by DA Olsen - ‎2012 - ‎Cited by 12 - ‎Related articles
    Georgia and New York have implemented universal preschool programs for four-year-olds, and other states have taken steps in that direction. Those programs ...

  5. Benefits of Preschool Don't Last | Cato Institute

    www.cato.org/publications/commentary/benefits-preschool-dont-last
    by DA Olsen - ‎2012 - ‎Cited by 1 - ‎Related articles
    “Universal preschool” is the education establishment's catchphrase for expanding the public school system to include all 3- and 4-year-olds, and Gore is making ...

  6. Preschool's Anvil Chorus | Cato @ Liberty - Cato Institute

    www.cato.org/blog/preschools-anvil-chorus
    Feb 12, 2013 - Overcome by the sound of their own chorus, universal federal pre-K advocates are deaf to the evidence. For the sake of the children they seek, ...

  7. Preschool in the Nanny State | Cato Institute

    www.cato.org/publications/commentary/preschool-nanny-state
    by DA Olsen - ‎2012 - ‎Cited by 1 - ‎Related articles
    MAKE NO MISTAKE: The push for universal preschool is on. Already the state of Georgia offers free preschool to every 4-year-old, and New York is phasing in a ...
  8. [PDF]

    30. Early Education and Child Care - Cato Institute

    object.cato.org/sites/cato.org/files/serials/files/cato.../hb107-30.pdf
    mistaken idea that today's preschoolers aren't prepared for kindergarten. The truth is that 70 percent of preschool-aged children already attend preschools, and ...

  9. Universal Preschool Is No Golden Ticket: Why ... - Cato Institute

    www.cato.org/pubs/pas/pa-333es.html
    by DA Olsen - ‎Cited by 12 - ‎Related articles
    Feb 9, 1999 - Why Government Should Not Enter the Preschool Business. by Darcy Ann Olsen. Darcy Ann Olsen is an entitlements policy analyst at the Cato ...

True Confessions: I Used to Give Kids Finish-like Breaks

An American teacher now working in an elementary school in Finland, via the Diane Ravitch blog, writes about the differences.
Finnish schools often schedule lessons into hour-long blocks: 45 minutes of instruction, 15 minutes of break. Students rarely have back-to-back lessons without breaks—and at the elementary level, it's expected that children will spend their breaks playing outside, rain or shine.... This was a turning point for me. I shifted my approach, and began to notice that the students were more refreshed when they returned to the classroom after frequent but short breaks. The breaks helped children pace themselves.... Back in the States, I remember days when I pushed young students to produce work even when they were clearly dragging their feet. The idea of allowing a break away from the classroom didn't cross my mind. Now I'm convinced that regular breaks help students to stay balanced and sharp throughout the day. 
Back in those ancient days of teachers controlling what they could do in the classroom, when I detected fatigue on the part of the children I would say, "Take a break."What that break entailed was entirely up to them. They were free to move about the room but no running or leaving the room unless they asked. Lights out meant break was over and they were to go to their seats. It wasn't only about detecting their fatigue -- it was about mine too. I tried to be an energetic teacher and when I wasn't my effectiveness went into a dive. So logically, taking a few minutes to recharge made sense -- and one of the things that recharged me was the ability to have kids during the break just come up and chat about anything. And the chats they had with each other resulted in world peace in my classrooms -- kids really got along because of this level of socialization -- and I think they had fun. But I won't get away from the fact that there was time taken away from the learning that is so prevalent today. Does common core standards have room for social interaction?