Written and edited by Norm Scott:
EDUCATE! ORGANIZE!! MOBILIZE!!!
Three pillars of The Resistance – providing information on current ed issues, organizing activities around fighting for public education in NYC and beyond and exposing the motives behind the education deformers. We link up with bands of resisters. Nothing will change unless WE ALL GET INVOLVED IN THE STRUGGLE!
You can have a conversation with Julie Cavanagh on any topic but
nothing lights her up more than talking about her students, two of whom
are heading off to college. Julie has taught special needs children and
what a joy to see these kids break out of that mold. Read her
email (Julie Cavanagh Former Students Head For College - Help Them Out) and head over to GoFundMe to help them out at Herkimer College, a
SUNY school upstate.
I know I'm taking some privilege
in turning this appeal for funding into a political message and Julie
will probably be pissed at me, but I can't help it.
There
is little that makes a teacher happier than seeing former students on
the right track, especially elementary school teachers like Julie
Cavanagh who see these outcomes years later. (Seeing my former 10-11
year old students as adults with their own children is one of the fruits
of teaching younger kids - some of my favorite stuff on Facebook.)
Julie
doesn't go deep into the support that she and her husband have been willing to provide her former students - Julie has always pointed out - and did so in our film
- that one of her teachers helped find a college for her - Indiana U -
and drove her out there almost 20 years ago. And Julie and Glenn are
paying it back by doing the same with these students this week. But Julie is careful to point out she is no heroic teacher taking over the lives of these students, telling me "they came to us with a the plan and the school, we just helped cross the t's and dot the i's."
Think about how the parents of these kids feel. There must be some joy at seeing the kids going to college, but also some apprehension given recent events in Staten Island and Missouri. Will some cop in a small town upstate get the wrong idea? Teachers (and especially police), need to also think like social workers and and we need to have deep
conversations about what our students face and how we as
educators have a role and a responsibility in fighting for racial,
social and economic justice.
Which
forces me to make this point - which I will over and over again. Kids
of color face more danger from bad police than from tenured teachers.
Where is the Moaning Mona Davids and Campbell Brown lawsuits to hold
police and their unions, which stand up for anything cops do,
accountable?
I remember when Jeff Kaufman in 2005 helped out
one of his students at Rikers by smuggling college prep materials into
him and Jeff then spent months in the rubber room and would have been
fired if the Moaning Mona and Brown suits are successful.
If
we had a union that really wanted to defend tenure they would be making
these cases every single day - even threaten to punch people in the
face for daring to put people like Jeff and Julie in jeopardy.
I have such outrage at these bogus lawsuits, but especially at
self-serving Moaning Mona Davids, who was befriended by Julie and knows
as well as anyone the kinds of risks Julie took over the years to
stand up for students, parents and teachers - like signing on as one of 2
teachers (the fab Seung Ok was the other) in the suit to hold a demo at
Bloomberg's house, which Moaning Mona was happy to support. (And then blew up a year of Julie's work when she vindictively destroyed our film's website - I wonder how much she tried to extort from the ed deformers for doing that.)
Does anyone
think it impossible under certain conditions (outspoken teacher as
target) to be brought up on charges by a vindictive principal for taking
former students into her car, even if to college - also note the Jeff
Kaufman/Rikers story above? And how many teachers are so fearful of
consequences of not having tenure that they will think twice before
getting involved?
Yet Moaning Mona wants to put the protections teachers like Julie and Jeff have in danger.
Campbell Brown may be a slug but Moaning Mona Davids should not be able to look at herself in the mirror.
Some of us in MORE are talking about a new teacher support group where we pair vets - especially retirees who might have the time - with newbies. (If you are a retiree or even currently teaching who might be interested, email me at normsco@gmail.com).
I am somewhat surprised at how many people - and not just the usual suspects -- have been coming out to the summer series. There have even been a bunch of newly minted Teaching Fellows who are about to begin teaching. Oh, did we have stuff to tell them. Like they need to know how to navigate the political minefield of school politics. Where does the chapter leader stand in relation to the principal? A buddy and lackey who will repeat anything to say and thereby get you on the shit list and possible discontinued? Some lessons in how to bow and scrape with dignity until you get tenure. If you CL is Unity, handing out MORE lit may get you hung - ask us so we can look up your CL to see if one of the 800 who go to conventions.
Are you entering the teaching profession or new to NYC schools? Are you wondering what the teacher union is all about and what it means to you and your students? Is it something you should be active in? Do educators, parents and students share common interests? Can unions be vehicles for social justice? Meet with new and veteran teachers to discuss these questions and more in this introduction to teacher unionism.
This promises to be a fun, interactive meeting where you can meet educators that are just coming into the school system, some going into their second year, and experienced educators too!
Save the date, our first general meeting of the new school year will be Saturday Sept. 13th in Manhattan. Check back here for more information on this and meetings/happy hours in neighborhoods across NYC.
An academic review finds the claims made by the report rest on shaky
ground and suffer from multiple sources of invalidity, rendering the
report useless. Nothing in the report provides any guidance for educators or policymakers ... Think Twice think tank review project of the National Education Policy
Center (NEPC), with funding from the Great Lakes Center for Education
Research and Practice.
Shouldn't there be calls for the bogus University of Arkansas Department of Education Reform (DER) to lose accreditation for tainted and biased research?
When the Great Lakes Center sent out the original report the other day, I didn't even bother to read it, knowing the source and the bias (paid for by ed deformers).
The GLC does some great followups with their "Think Twice" exposures. So glad to see this one.
Charter School Productivity Report, Recommendations Indefensible
Charter School Productivity Report, Recommendations Indefensible Nothing in the report provides any guidance for educators or policymakers
EAST LANSING, Mich. (August 19, 2014) – A recent report from the University of Arkansas Department of Education Reform (DER) on charter school productivity claims superiority of charter schools in producing achievement per dollar invested. The report, the third in a series of reports, asserts charter schools are more effective in producing achievement on standardized tests and are also less costly per pupil than traditional public schools. An academic review finds the claims made by the report rest on shaky ground and suffer from multiple sources of invalidity, rendering the report useless.
Gene V. Glass, Regents' Professor Emeritus at Arizona State University, reviewed The Productivity of Public Charter Schools for the Think Twice think tank review project of the National Education Policy Center (NEPC), with funding from the Great Lakes Center for Education Research and Practice.
The report utilizes findings from the National Assessment of Educational Progress (NAEP) and "revenues received" to support that charter schools spend less per pupil than traditional public schools and produce achievement as good or superior to that of traditional public schools.
In his review, Glass found the report inaccurately utilizes NAEP test results while discounting the fact that demographic differences between the two sectors are highly correlated with NAEP performance. In short, Glass says, "The sector with the higher percentage of poor pupils scores lower on the NAEP test."
Additionally, Glass also finds that the assessment of expenditures is based on questionable data, leaving readers with little evidence on which to base any valid conclusions.
In his conclusion, Glass says, "The report continues a program of advocacy research that will be cited by supporters of the charter school movement." Despite its many shortcomings, charter school supporters will attempt to utilize the report for an expansion of funding for charter schools.
Read his full review at: http://www.greatlakescenter.org Find The Productivity of Charter Schools on the web: http://www.uaedreform.org/the-productivity-of-public-charter-schools/
Think Twice, a project of the National Education Policy Center, provides the public, policymakers and the press with timely, academically sound reviews of selected publications. The project is made possible by funding from the Great Lakes Center for Education Research and Practice. The review can also be found on the NEPC website: http://nepc.colorado.edu
Some folks should take some time and school parents and leaders in the history of NYC and schools. Political cronyism was rampant in NYC during the early part of the last century. This politicization of jobs and schools resulted in chaos each time a new administration came into being. Teachers were fired wholesale unless they belonged to the right political part AND to the right political club within the party. We are setting ourselves up for a repeat of the early 20th Century job for votes governance that ended with corruption probes and arrests.... a NYC parent
If you are interested pl fill out form below and email to aschwartz@afjlaw.com thanks Leonie
Two of my (in some cases for those receiving this, "our") former students are heading to college next week!
Sterling
Baker and Devine Fludd attended PS 15 and I had the privilege to teach
and learn with them for two years (and additionally have remained in
each other's lives ever since then... Sterling calls me every year on my
birthday and even called me on my wedding day :) ). We will drive up
to Herkimer College next Wednesday, almost 18 years to the day that one of my high school teachers drove me to college.
Sterling and Devine have
not only endured but thrived in the face of monumental challenges in
their lives and have created this opportunity for themselves with
little support and minimal resources.
Sterling will be
studying Sports and Recreation Management with the goal of transferring
to a physical therapy program in two years. He will also be playing
basketball.
Devine will be studying
Communication Arts: Music Industry Marketing and Management. Devine is
a talented artist and poet and wants to work in the music industry.
We created a Go Fund me
page for each of them to help with transitional expenses (they will
each be living on their own for the first time and furnishing a dorm
room is expensive!), books and supplies, traveling back to Brooklyn
when their dorms are closed and other incidental needs that arise in
college. Both men have been working for the last year and will work in
college, but will also need additional support.
Please donate if you can
and share where you see fit. All money raised will be well managed
and go directly to their college needs (and I don't mean Friday night pizza!).
...some of Success’ classrooms have remained empty for entire years,
not a single classroom in the building’s public schools has been
“underutilized” in the eleven years I’ve been in this building. .. Inside Colocation blog
This teacher blogs sporadically but when he/she does it is worth reminding everyone of the perfidy of the Eva Moskowitz's operation. Here are the June and August posts. Note the maps and the fragmentation of the public schools in order to keep Eva's space intact - and "clean" from contamination by public school teachers and students. What is the future of this school building looking ahead? Total occupation by Success, with the public schools moved or eliminated.
The public school where I've been
teaching for over ten years has been "colocated" by a Success Academy
charter school. Most people don't know what a colocation looks like, or
how it impacts the existing school community. I've been maintaining
this blog since Success first moved in to document the process.
Entering the third year of co-location, you can see that
International has lost space and is spread widely throughout the
building, evidencing many grueling classroom moves. Global has also lost
considerable space, while Success now occupies space on two floors.
While some of Success’ classrooms have remained empty for entire years,
not a single classroom in the building’s public schools has been
“underutilized” in the eleven years I’ve been in this building.
As of Thursday, the final day of the school year, our
school lost five more classrooms to the charter school, despite our
ever-increasing enrollment of students. Teachers packed up their
classrooms in boxes. They have fingers crossed that everything makes it
to their new rooms ok, as many supplies were lost on the previous move.
Renovations were scheduled to begin first thing Friday morning, and I’m
sure as of this moment, they are already well underway. These rooms,
which have served our school for over a decade, will be utterly
transformed by September, using a combination of taxpayer and corporate
funds.
"We are being oversaturated with charter schools," said Tesa Wilson, president Community Education Council in Williamsburg, Brooklyn. "It's tax dollars being poured into a black hole with no accountibility." City Council Daniel Dromm (D-Queens), who heads the city Education Committee, said the city has no control over the charter schools even though they are given $13,000 per student. An investigation into harsh discipline, rigged admissions and other allegations needs to be completed, reads a letter the committee will send to the state... NYDN
When I went out for dinner with Michael Fiorillo and Patrick Walsh the other night after the MORE "Lessons of Chicago" event, we ran into one of the few politicians we trust, Danny Drumm - Patrick made sure to thank him for his work. I was reminded I had this DN piece to report on from a few weeks ago. With Moskowitz asking for 14 more schools to build her political machine, this is an important initiative. The UFT is silent but for all we know they are working behind the scenes so as not to appear to be spearheading this, though that strategy is a joke, given that any words of criticism towards charters is seen as union inspired. Even people like me have been lumped in. So why not just come out there firing and use your resources to support Drumm? We know that we are heading for a war over lifting the state charter cap and we know where Cuomo will stand.
Now we know SUNY is a scumbag operation and will approve any charter that comes across the table, so this letter by 10 NYC Council members will go ignored. But imagine of there was an organization capable of organizing thousands of people to march on SUNY - after all there are so many schools inundated with charters, I think it possible. The UFT has its fingers in just about every community organization out there and they won't make a move without them.
(And let me drop this in, given the lessons of Chicago. That city has independent community groups not connected to the union for decades. So when we hear that part of CORE's success in organizing its run to take over the union was due to social justice community work, we do not face that comparable situation here in NYC.)
City Council committee puts the brakes on charter school expansion due to lack of oversight
A City Council committee has come out swinging against a slew of city charter schools set to open in 2015 and beyond, saying they are poorly regulated and their expansion should be halted. Ten City Council members who make up the Education Committee signed a letter urging the State University of New York to stop the planned schools. “We oppose any further expansion of charter schools,” reads the letter that will be sent Thursday to SUNY. “Hold off on authorizing new charter schools until you address the lack of oversight and accountability.” Unlike traditional public schools, charter schools are not managed by the city, but instead must seek permission to open from SUNY or the state Board of Regents. Education Committee Chairman Daniel Dromm (D-Queens) said the city has no control over charter schools, even though the city must pay them more than $13,000 for each student they enroll. “The city has to pay for privately run, unaccountable charter schools,” said Dromm. Dromm and the others who signed the letter ask SUNY officials to investigate harsh discipline, teacher and student attrition, rigged admissions and other allegations.
Has there been any politician more supportive of teachers and parents than Robert Jackson?
Here is one view of a parent/activist.
After Cuomo endorsed Espaillat, so did the UFT, which probably also played a large role in getting the Working Families Party to endorse Cuomo. That chickenshit union is SICK. They are destroying parent support for it on issues of teacher evaluation and tenure, as parents can rightly say that the union cares more about its members wages than about issues of direct concern to parents such as class size and availability of resources, which were the centerpieces of the Campaign For Fiscal Equity initiated 20 year ago by Robert Jackson, who as a State Senator would be an impediment to the Education Deform movement spearheaded by Cuomo, and supported by Espaillat.
Fred Smith, a test
specialist formerly with the NYC Department of Education
(DOE) stated, “The State Education Department took a
half-step by releasing 50 percent of the English and math
questions from the April 2014 exams. It was a half-step not
just because it falls halfway short of full disclosure, but
also because SED fails to provide data at its disposal that
would enable objective evaluation of the questions, each of
which is a brick in the wall of the testing program.”
Where is our union - UFT/NYSUT/AFT? Just the other day, NYSUT Puppet President Karen Magee led a phony tearing up the Pearson contract event. I'll let Arthur over at NYC Educator make the case: NYSUT Takes a Stand. Or Is it a Sit?
Parents
and Educators Reject the Tests, the Scores and Corporate
Agenda of NYSED & Pearson
Today Commissioner
John King and Chancellor Merryl Tisch released the test
scores of the state exams in 3-8th grades,
showing that, more than 68% of the state’s students were
judged not proficient in English Language Arts (ELA) and
more than 64% not proficient in Math. The overall results
were largely flat with little to no change year over year
with only small gains and drops for specific demographic
groups.
Members of the New
York State Allies for Public Education (NYSAPE), a coalition
of more than 50 parent and educator advocacy groups,
challenge the quality of the tests, the accuracy of the
scores, and the motives of those who have manufactured these
results. This past spring, NYSAPE estimated that at least
44,000 students had opted out of the state exams; today the
Commissioner admitted that the number was as large as 60,000
compared to 10,000 in 2013.
As the growing
problems with New York's excessive and speculative testing
reforms are exposed, parents across the state are outraged
and calling for an overhaul at the state education
department.
Lisa Rudley,
Westchester county public school parent and founding member
of NYSAPE said, “Though Commissioner John King assured us
that the new Common Core state tests would be a much better
reflection of the skills students will need for ‘college and
career’ success with the release of 50% of the questions
last week, we learned what educators were forbidden by law
from telling us: these were flawed tests, riddled with
vague questions, inappropriate reading passages and multiple
product placements. In its new Pearson contract signed
amidst a financial crisis, NYSED doubled annual spending on
testing and even worse, eliminated the transparency of the
previous McGraw-Hill contract. Where is the management from
NYSED and the oversight from the Board of Regents?"
Dr. Carol Burris,
principal of South Side High School on Long Island said,
"Considering the more than $28 million taxpayer investment
in curriculum modules, this paltry increase in scores is one
more indication of the ineffectiveness of State Education
Department's reforms, and the inappropriateness of the
Common Core tests. Parents should take heart in knowing that
the ‘college readiness‘ proficiency scores have no
connection with reality. My high school and many other
well-resourced high schools in NY have proven records of
preparing students for college success that are no way
connected to the state's newest measure of proficiency."
Eric Mihelbergel,
Erie County public school parent and founding member of
NYSAPE said, "If the released questions are this bad, you
have to wonder how much worse the other half were. I have
no confidence in the results released today.Parents
now demand new leadership for a Board of Regents and
Commissioner of Education who repeatedly fail to adequately
respond to their legitimate concerns.”
“Many of the
multiple choice questions required up to five steps and
compelled 8 year olds to flip back forth between numbered
paragraphs. The question becomes more of a measure of
attention, memory and test taking skills rather than their
deep understanding of a text. The commissioner has stated
that education should not be about test prep, but these
tricky assessments all but ensure that test prep will
continue -- to the detriment of real learning,” said Bianca
Tanis, an Ulster County public school parent and special
education teacher.
Jeanette
Deutermann, Nassau County public school parent and founder
of Long Opt Out said, “This past spring, 55,000 to 60,000
New York State students were spared from yet another year of
test scores that were designed to show a large majority of
failures. The number of opt outs will steadily grow until
NYSED takes the concerns of parents seriously and makes the
necessary changes to our children's excessive high stakes
testing regimen. High stakes testing and the Regents
Agenda have hijacked our classrooms, and every day more
parents become aware of how they too must protect their
children from these harmful policies.”
Jessica McNair,
Oneida County public school parent and educator notes,
"Until the NYSED acknowledges that these developmentally
inappropriate exams take time away from instruction, cost
taxpayers, and set kids up to fail -- in an attempt to
perpetuate the false narrative of Governor Cuomo’s ‘death
penalty’ for schools -- parents will continue to refuse to
allow their children to participate in these state tests.”
“The test content
was not sufficiently disclosed and there was no quality
assurance or mechanism for parents or educators to obtain
valuable feedback. The bottom line is that students are
getting hurt, money is being wasted and precious time is
being spent on high stakes testing at the expense of more
meaningful instruction. The system surrounding the NYS
testing program is dysfunctional to say the least,” said
Anna Shah, Dutchess County public school parent.
Fred Smith, a test
specialist formerly with the NYC Department of Education
(DOE) stated, “The State Education Department took a
half-step by releasing 50 percent of the English and math
questions from the April 2014 exams. It was a half-step not
just because it falls halfway short of full disclosure, but
also because SED fails to provide data at its disposal that
would enable objective evaluation of the questions, each of
which is a brick in the wall of the testing program.”
“Like many other
parents, I see how flawed the tests are as a measure of
learning, and fear for all those millions of students who
are told, unjustly, and at an early age, they aren’t
‘college and career ready’. These tests which ask our
children to prove the existence of Big Foot and expose them
to numerous and inappropriate product placements are the
furthest from rigor one could imagine. I question the
motives of the bureaucrats and the testing companies who are
forcing these inappropriate exams onto our children – to try
to prove to the public that our schools and children are
failing, so they can better pursue their privatization
agenda and the outsourcing of education into corporate
hands,” said Leonie Haimson, Executive Director of Class
Size Matters.
Common Core Debate - Sarah Chambers, Michelle Gunderson vs Michael Mulgrew - Note how Mulgrew was set up at the mic to follow Sarah Chamber's speech. Not a coincidence. Another UFT leader, Leroy Barr (not included in this video) was set up at the mic following Mulgrew - also not a coincidence. Unity Caucus uses placeholders at strategic mics as a way to control the debate.
The battle between NYC and Chicago: Providing context for the common core debate at the AFT14 convention
The Chicago Teachers Union, (CTU), suffering almost 2 decades of ed deform based on testing regimens and corporate takeovers of education, has become one of the most militant voices in opposition. They view the common core standards as another plank in this takeover.
The New York City union, the UFT, has collaborated on many of the issues the CTU has opposed, including the common core. The UFT supports the CC but complains it was implemented poorly. They call for support (resolution 2) but with what they term "accountability."
UFT President Michael Mulgrew's speech during the debate has received wide notice for its "punch in the face" comment. Immediately preceding his speech, CTU's Sarah Chambers made a strong speech opposing the CC, pointing to the damage the rigid testing regimen that goes with it has done to the children of Chicago.
Following Mulgrew's response, I added CTU's Michelle Gunderson's words?
Julie Cavanagh won't punch you in the face if you support common core as she makes a clear and concise statement in her article in the DN that is way more powerful than what we hear coming out of our union leaders.
As Mulgrew's opponent in 2013 election she is quite a contrast to Mulgrew as she makes similar points Chicago teachers made at the AFT convention in that debate on the floor and in committee where Unity slugs used thug tactics.
You heard none of Julie's points made at the convention by even one of the 800 Unity Caucus loyalty-oath pledged delegates who were elected in that winner take all election, thus disenfranchising the thousands of teachers who agree with Julie. The use of the Unity horde to distort and tilt and control the common core debate on the city, state and national levels is what has allowed the ed deform movement to gain such a strong foothold. Leo Casey's attempt to brand CC opponents as tea party influenced is one example (video). Leo can be assured that Julie is no tea party advocate, as he full well knows since he knows Julie.
That is why I put time into building MORE in the belly of the UFT/Unity Caucus beast. Because nothing will change with the unions unless we make those changes here in NYC. And Ed Deform cannot be defeated until the teacher unions become more Chicago-like -- willing to spit in the face of the deformers and use their resources in organizing opposition. Having powerhouses like Julie Cavanagh committed to this goal makes the work
Cavanagh: Common Core testing creates a narrative of failure
Last year, our students were assessed for the first time according to the new standards. State Education Department officials predicted a steep drop, and scores plummeted. This year, small gains were predicted, and that’s what happened, to the astonishment of no one.
Siegel.JeffersonJulie Cavanagh (center) is a special education teacher and chapter leader at Public School 15 in Red Hook, Brooklyn.
Four years ago, a group tied to testing and publishing companies, and bankrolled with Bill and Melinda Gates’ money, brought us the Common Core Learning Standards. Cash-strapped states that wanted to win federal Race to the Top dollars had to adopt the standards, and more than 40 states, including New York, did so. Last year, our students were assessed for the first time according to the new standards. State Education Department officials predicted a steep drop, and scores plummeted. This year, small gains were predicted, and that’s what happened, to the astonishment of no one. Predictions are easy to make when you define what constitutes proficiency. There will be an attempt from all factions to spin the results: The state will say the reform agenda is working, the city will argue the scores show the need for pre-K, and charter schools will claim they show their importance as high-quality alternatives. Let’s get off the hamster wheel.
Siegel.Jefferson
The truth is, these tests were designed to create a narrative of failure, and the trends are not so different from those we saw on the old tests: we are failing our children with special needs, our English language learners, our children who live in poverty, and a disproportionate number of black and Latino pupils.
It is no surprise that the results mirror the struggles and deep flaws in our society. Of course, the goal was never to actually fix our schools — there are no profits in doing that. There are no profits in providing small class sizes, experienced educators and services like counseling, tutoring and family support — proven reforms that would benefit all students. Instead, the focus is on unproven standards and the tests that supposedly measure our student’s competency — written by the very people who profit from their use. Julie Cavanagh is a special education teacher and chapter leader at Public School 15 in Red Hook, Brooklyn .
I've had to inform my wife that she will have to find other ways next year to fertilize her veggie patch, most likely with night soil.
“I’ve always wanted to switch to natural fertilizer – so long Miracle-Gro,” an Indiana teachers union president wrote. A math teacher in Illinois said he’s disappointed that he doesn’t buy Scotts products, “Because it means my boycott will not cost them money.” “No more miracle grow for me! Teachers boycott Miracle Grow!!” wrote a music teacher in Georgia.
Scotts Miracle-Gro Co. after the company appointed school-reformer Michelle Rhee to its board, but Scotts is standing behind its new director.
After the Marysville-based company appointed the former head of Washington, D.C., schools this week, teachers from across the country have left comments on the story pledging not to buy Scotts’ lawn-and-garden products....
Rhee's role will be to duct tape all products that are returned.
It’s important to note that no teachers unions have said they’ll boycott Scotts.
I'd like to see our union call for boycotts when top-level ed deformer slimebags are involved.
Full story here. Thanks to Jeff Kaufman for posting.
They did a big press op shredding the Pearson exams last week and today they say "The vast majority of questions do appear to be age- and developmentally appropriate."... NYC Parent.
Oh, you mean Karen Magee and cohorts did one thing on one day and the opposite on the next? I'm shocked, just shocked.
MORE is helping sponsor this action of the work of the Teacher Diversity Committee, an independent group of teachers affiliated with MORE.
Anyone who has been around for a while knows that Sean Ahern (who was one of the founders - co-conspirators) of ICE) has been relentless in his pursuit of this issue over the past decade. I think we all learned a lesson when Sean took things to a new level by calling meetings around the issue and reaching out to all corners of the education landscape. Bit by bit the committee has attracted a diverse group of people who have been working with Sean. Below are some of the fruits of their labors. Please sign.
To be delivered to Carmen Fariña and The New York City Panel for Educational Policy
Since the 2001-2002 academic year, there has
been a 57.4% decrease in the number of Black teachers hired by the New
York City Department of Education, and a 22.9% increase for white
teachers hired during this same period of time.
We ask Chancellor Fariña and the Panel for Education Policy to:
• Make a policy statement that acknowledges the value of teacher
diversity and the lack of such diversity in New York City public
schools.
• Centrally monitor the racial demographic of hiring and firing in
NYC public and charter schools. In public school data reports include
the racial profile for the teachers and administrators in each school as
is currently done for the students.
• Raise the percentage of Black and Latino teachers hired in the
system overall, with a special focus on raising the percentage of male
teachers in those groups.
• Raise the percentage of persons of color in the NYC Teaching
Fellows program to more closely match the NYC student body demographic.
Make public the number and racial demographic of NYC Teaching Fellows
hired.
• Settle Gulino vs. Board of Education, in which a recent court
ruling found that the NY State LAST certification exam was not validated
yet was used in 2002 to dismiss thousands of NYC teachers who were
disproportionately Black and Latino.
• Invest in a clear and distinct paraprofessional-to-teacher career
path that offers qualified applicants provisional teaching licenses
while completing graduate degree requirements and subsidizes both
undergraduate and graduate tuition at CUNY and SUNY
PETITION BACKGROUND
In a school system that is 67.5% Black and Latino (as of 2012 – 13),
the 34% combined percentage of Black and Latino teachers in the system
is disappointing at best.
This lack of diversity reinforces already existing practices of
segregation and leaves out diverse cultural perspectives that inform
curriculum, pedagogy and practice. It also shortchanges our students by
replicating and reinforcing false societal structures that devalue the
contribution and perspectives of non-dominant racial and cultural
groups.
Will the UFT/NYSUT leadership oppose this with every bone in their body - witness
the silence over the Cuomo charter giveaway law last spring. But the UFT/NYSUT leaders will challenge those who oppose the common core.
Leonie Haimson comments:
If the de Blasio administration doesn’t oppose this with every bone in their bodies we are doomed. Moskowitz] is sitting on a goldmine, and would make a great advocate to make the case for lifting the cap," said Rees, whose group recently appointed Moskowitz to its "charter hall of fame." A spokeswoman for Moskowitz declined to comment. Devora Kaye, a Department of Education spokeswoman, said "as we work to support all children and educators, we look forward to collaborating with all community stakeholders." ... Leonie Haimson
I'm having a very interesting problem. I, as everyone else, am under a bombardment of heavy exploding shells loaded not with shrapnel, but with information. Information which explodes in my mind, branching off into threads of thought processes, any of which could lead to a blog. So many threads that I can't make decisions on what to write about. Thus, paralysis.
I always heard that as you get older, you lose your ability to concentrate - to focus - a shorter attention span - increasing attention deficit disorder.
Well, Hello aging.
I write great blogs - in my head while sitting on my porch or on the subway - most forgotten by the time I force myself to sit down at the computer.
At yesterday's MORE event on the lessons of Chicago, there were so many threads of interest, I started threads of 20 blogs in my head - mostly forgotten by now, especially after a great post-meeting dinner in Chinatown with Michael Fiorillo and Patrick Walsh.
I begin writing multiple threads - and as I read the wonderful stuff from fellow bloggers, different strands open up and I save a partially written blog as a draft. An hour later something else comes up and I begin another round of partially written blogs. Right now I have a 1000 drafts. I need to locate a delete button.
My solution is to avoid - head out to the porch and write another great blog post - in my mind.
I would do a blog post now but I'm off to a more pleasurable experience - two and a half hours of dental work on my root canal.
I just wanted to inform you Mel Levy head of TA Engineers union died this week. He is a huge loss for all unions because he had a voice and was fearless. It would be nice if the UFT would acknowledge him for all he has done for the city. Barbra Nahoum
One of the Campbell Brown parents has a kid at PS 106 in Rockaway where the principal, Marcella Sills, was exposed on many grounds and is not in the rubber room (no time now - google her). Campbell Brown and that parent blame the tenured teacher. "nuff said.
New York State Education Department Releases April 2014 Test Results:
Students Statewide Make Progress Meeting Common Core Learning Standards (CCLS)
Regents Chancellor Merryl Tisch and State Education Commissioner John King, Jr. announced gains in English and math this year.
They made the announcement outside Kipp Tech Valley Charter School in Albany. Consistent with the aims of Common Core, the school web site says Kipp “opened its doors with the promise that hard work would lead to academic success and the road to college.”
Core-aligned assessments were initiated in 2013. The 2014 tests provide the first chance to weigh student performance against the Common Core baseline established in 2013. The percentage deemed proficient this spring was higher in English and math for grades 3-8 combined.
The CCLS are integral to the Regents Reform Agenda to develop the critical thinking and analytic skills of students and deeper understanding of math. More rigorous tests identify which students are ready for college and careers and which will need academic help to succeed after high school.
Tisch said, "These results vindicate New York’s efforts to aggressively implement higher standards, more accurate assessments, a more content rich curriculum and a teacher evaluation system to support teaching excellence." She noted that teachers, principals and superintendents worked extraordinarily hard to launch the Common Core.
King said, “This work for college- and career-readiness, citizenship-readiness, helping students be prepared when they get to college, so they don't end up in remedial courses—this is ultimately a patriotic endeavor.”
In a departure from past practice, the Department is not providing information on overall changes in percentages or scale score comparisons with previous results. Deputy Commissioner Ken Wagner explained that the decision was made because of the upset caused last year by releasing results that appeared to show a large decline in performance. Unfortunately, the public took this negative progress to mean that schools were failing, although students faced very demanding assessments.
As the core-aligned exams were being rolled out, the Chancellor and Commissioner were reassured by a panel of privately-funded Regents Research Fellows and outside testing experts that the instruments were properly developed and valid.
The 2014 data show gains by minorities, English Language Learners, students with disabilities and districts in all need/resource categories. Each Big 5 city also improved, as New York City outpaced the others.
Wagner added several points about the 2013 and 2014 exams:
·Data processing was completed in June, enabling SED to analyze and release the results in 27% fewer days this year. ·The 2013 Technical Report has just been posted. It will allow researchers to study the quality of last year’s foundational Core exams. While this is more than a year after the test was given, SED wanted the information to be accurate and provide a “transparent baseline.” ·A year ago, to calm parents who felt the tests were too long, he did an item analysis concluding that students had enough time to finish the exams. Parts of it will appear in the 2013 Report. ·Nevertheless, the 2014 tests were shortened. This concession is contrary to SED belief that having more items lets a wider range of performance indicators be tested at varying degrees of difficulty. ·Revealing all items would expose embedded field test items, precluding their use on future exams. But SED has posted more items online this year despite concern that disclosure encourages too much time to be spent on test preparation. ·While some objections to giving students stand-alone field tests in June may have merit, this approach is a necessary, if less than ideal, complement to embedding items. ·Kentucky, the first state to administer core-aligned testing in 2011, saw a 2% rise in reading and math proficiency the next year.
The Commissioner acknowledged how perplexed he and the Chancellor are, knowing that after No Child Left Behind, the “tragic achievement gap” persists.
King said we are still in a transitional mode and do not know the precise course testing will take over the next few years as our standards evolve into multi-state standards. There will be continuity, however, because Pearson will remain the test developer after its five-year contract expires in 2015.
In reflecting on the work being done here, Kentucky Education Commissioner Dr. Terry Holliday said, “New York has shown great leadership in raising the bar on student outcomes to the level of college- and career-readiness.”
The Chancellor reminded New Yorkers that “since the idea of the Common Core began to take hold in 2010, there have been signs of positive movement—evidence that pursuing the Core was wise—in spite of a few growing pains.”
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union predicts "slight rise" in test scores this year
Maria Baldassarre Hopkins hit the nail on the head: "There are ways to make the numbers do what you want them to do." There was nothing democratic about the way the Common Core was
written and forced on the schools. This story will get uglier and uglier
as corporate politicos use their manipulated message of failing public
schools as a diversion from the real issue of poverty. Reminder: Here's how the New York Times editorial board gushed over the first round of New York's Common Core testing... Ohanian Comment at newspaper site
I disagree with panelists who they believe that once teachers are trained, scores will substantially rise. They will not... Carol Burris
"A small shift in the cut scores means a dramatic difference in the
number of students at different levels," said David Dickerson, an
associate professor of mathematics at SUNY Cortland who took part. .... Teachers and college professors on the cut-score panel were paid $175 per day, and all panelists were reimbursed for expenses. — Gary Stern, The Journal News
Susan O has been pumping stuff out the past few days and I'm finding it hard to keep up. Take it easy on us old guys Susan. And you're taking away my beach time.
You don't see Mulgrew wanting to punch people in the face over stuff like this. I do and I'm not ashamed to admit it.
Common Core: Who's on track for college and who is not? Carol Corbett Burris, Principal at South Side High School, Comment: Gary, thank you for doing this reporting. You are remarkable for
your willingness to follow up on stories that are important and
difficult to cover. The college readiness information that was shared
with the group came from a NYSED sponsored study that said SAT scores
which when combined equal a 1630 indicate "college readiness".
Nationally, 32% of all seniors get that score. It is no surprise that
33% were proficient on the tests. That standard is needlessly high.
I disagree with panelists who they believe that once teachers are trained, scores will substantially rise. They will not.
Teacher Comment: The most important statement in this article is that the tests by
Pearson were incredibly bad. They were, and continue to be, terrible. My
third graders took a reading test where it has been confirmed the
stories they had to read and respond to were on a fifth-sixth grade
reading level. How does that do anything but frustrate children? These
tests are invalid in my opinion and that of most educators. They cannot
give useful information about what our children can and cannot do. We
need to speak up and demand fair testing. Imagine if as an adult you
prepare for the LSAT to take the bar exam (which is shorter in duration
than the 3rd grade tests BTW) and when you show up to take the test you
have been given the MCAT instead and when you don't do well you are
labeled as lacking proficiency in the subject matter. That is what is
being done to our children. We must end this pointless, endless testing.
"There are ways to make the numbers do what you
want them to do."--Maria Baldassarre Hopkins, assistant professor of
education at Nazareth College in Rochester by Gary Stern, gstern@lohud.com Within weeks, the state Education Department will release results
from the second round of new math and English tests, and tens of
thousands of parents will again try to decipher the state's 1-4 scoring
system.
How does the state determine the crucial break between a 2, which
means that a student is not quite proficient in, say, fifth-grade math,
and a 3, which signifies that he or she is on track for college?
These scoring scales were set last summer by a group of 95 educators
that the state gathered at a hotel in Troy for several days. Teachers,
administrators and college professors from across New York signed
confidentiality agreements and were given the task of setting the cuts
between 1 and 2, 2 and 3, and 3 and 4 for the new tests. But the scores
would be widely questioned and even ridiculed after one-third of New
York students were deemed to be on pace.
Entering the third year of co-location, you can see that International has lost space and is spread widely throughout the building, evidencing many grueling classroom moves. Global has also lost considerable space, while Success now occupies space on two floors. While some of Success’ classrooms have remained empty for entire years, not a single classroom in the building’s public schools has been “underutilized” in the eleven years I’ve been in this building.
Siegel.Jefferson Julie Cavanagh (center) is a special education teacher and chapter leader at Public School 15 in Red Hook, Brooklyn.
Siegel.Jefferson