Orwellian Education Reform: Postmark 1985

George Orwell, author of “Nineteen-Eighty-Four,” was only off by a month when it comes to the rise of Orwellian education reform. As to the method that brought on this madness, he was right on.

“It’s a beautiful thing, the destruction of words,” says a character in 1984.

Gayle Greene chose that quote for “In the public schools, it’s been 1984 for quite awhile. It describes the intentional, well-financed war of words used to discredit, undermine, and destroy the U.S. institution of public education.

“In Orwell’s dystopia,…

The Ministry of Truth spawns lies and propaganda, the Ministry of Love supervises torture and brainwashing, and the Ministry of Peace promulgates war and atrocity.

Turn the words on their heads, and you get a glimmer of the truth.

And the Ministry of Education? There is no Ministry of Education. So now we have a Secretary of Education who’s a dedicated enemy of public education…. Betsy DeVos…”

No Ministry of Education? … Truth be told.

On February 6, 1985, President Reagan swore in Bill (William) J. Bennett as the United States’ third Secretary of Education. Then, the saga of Orwellian education reform began in earnest.

Bill Bennett is the first Secretary to understand the ideological and political possibilities of the office that were there from the beginning. In Bill Bennett we’re getting our first Minister of Education.” Daniel Patrick Moynihan

Bennett used his appointment to accelerate the political agenda of standards, assessments, accountability, flexibility, and choice. All those words, all those concepts, were turned on their heads. Orwellian education reform hatched and grew.

The Minister brought in his Three C’s —content, character, and “choice.” But we weren’t asking for “choice.” Almost 80% of parents were satisfied with their schools. And notably, we were saying smaller classes would make a difference to each and every one of our children.No! The Minister says we need “accountability.”

AND, we need “higher standards.”

Only 17% of us thought “higher standards” would improve public education. Then WHY? Why push the theory of outcome-based (standards/testing) reforms on the nation? WHY transform our whole system?

BOTTOM LINE: Do “higher standards” increase student performance? …  In time that question is answered.

Because the public didn’t know the truth, the public didn’t fight the changes. Plus, Bennett said he cared about our students.

But at the time not everyone believed the Minister was sincere about his concerns for ALL our children.

“‘I think he [Bennett] still might be the subject of hearings if we had known during the [confirmation] hearing of his insensitivity toward the needs of students, particularly low- and low-middle income students who can only go to college because of federal aid,’ [Senator Robert] Stafford [R] said in a telephone interview from Burlington, Vt.

While time marched on so did the Orwellian education reform movement. As Ms. Greene explained,

“A handful of billionaires and their foundations bankrolled and orchestrated a multibillion-dollar PR campaign to convince people that public education is broken and private interests can do it better….

A billionaire snatch and grab passed off as a push for racial equality, the destruction of public education… passed off as a civil rights issue.

The confounding of language at its most basic level reduces us to a state of civic catatonia: we can’t think about these issues, let alone discuss them or act against them, when they’ve been so obfuscated, when words have been so twisted.”

Thus, the “information age” hatched the “knowledge economy” which multiplied technology profits at every turn. And the first Minister of Education took full advantage of being in on fronting technology and choice as “reforms.”

Co-founder Bennett & The Truth About K-12, Inc.

“K-12’s spread across the U.S. is due in large part to its lobbying prowess and its political connections. Enabling legislation, written by the American Legislation Exchange Council (ALEC), has been introduced in nearly every state. “ALEC, … coordinates a fifty-state strategy for right-wing policy. How Online Learning Companies Bought America’s Schools, The Nation, December 5, 2011″

Ohhhhh…., too bad the D.C. revolving door of Orwellian education reform didn’t hit Mr. Bennett in the rear and knock him out of the circle of influence. The country was making real progress prior to being told we weren’t. ALL our children would have benefited from true education reform. But that isn’t how the story goes…Oh, so much truth to be told!

It is no secret that William Bennett and Lamar Alexander (Chairman of the Federal School Board) are buddies. They brought the Orwellian education agenda to exactly where it is today.

“Jack F. Kemp, William J. Bennett, and Lamar Alexander — All have been waiting in the wings as co-directors of Empower America [now called Freedom Works], the Washington think tank that promotes ‘progressive conservative policies….

After the [Bob Dole] campaign, Empower America plans to continue promoting school choice, and Mr. Alexander is expected to take a lead role.

‘We’re planning on [Mr. Alexander] coming back and being a part of a big school-choice initiative,’ said spokeswoman Nicole Fluet.”

And Alexander landed where he sits today —chairing the Senate Health, Education, Labor, and Pension (HELP) Committee…..Yes, HELP. … Talk about Orwellian. But alas, the plot thickens as the characters multiply.

“We should remember that it was George Bush, Lamar Alexander, Chester Finn, Diane Ravitch, Bill Bennett, the Hudson Institute, and the Committee for Economic Development that got the America 2000 ‘reforms’ rolling. And it was George Shultz in the Reagan Administration who signed the Carnegie-drafted U.S.-Soviet education agreements with Gorbachev. That was in 1985, the same year Carnegie brought Marc Tucker on board.”

“If we are to succeed in radically transforming schools, we must alter attitudes outside the schoolhouse door. …

The system we are about to describe is one interwoven fabric.  Each part is necessary for all the others to function properly.  But if there is a centerpiece, it is, without question, standards and assessment.” Marc Tucker

WHY? Why did we need higher standards, fewer-better tests, outcome-based accountability, (the undefined) flexibility, and “choice”?

Doublespeak? Absolutely. Marc Tucker doesn’t believe in fewer tests (as he now writes). He believes in “national” mastery tests in every subject and certification tests for everything. He believes in a tracking system that creates the perfect workforce-development system all under the guise of education and economic needs.

We were told our businesses asked for these reforms.

Sandia Report, 1993

NO! Employers asked that we improve the work ethic and social skills of our students —back then. Now, we also need to repair the damage done through standardization of curriculum and instruction….Oh, and the damage technology has done.

We asked for one thing; we got another.

Parents didn’t ask for this transformation towards a computerized, standardized, non-personal (but “choice”) education system. There was never any proof that any of it “worked.”

“Trust a billionaire to have the public’s interest at heart [?] …

Put kids in front of computers, increase screen time, increase class size – and call it personalized.” Gayla Green

Now “personalized” has a whole new meaning. And politicizing everyday language continues confusing the public.

But the BOTTOM LINE: This was to increase student achievement, right?

Truth. “Higher” standards don’t matter when it comes to increasing student achievement. As much as the truth is hard to believe, it’s harder to swallow. But after over 18 years of standards, testing, and data collection, the only good that has come out of this is the statistical proof of the truth.

Reading Achievement – States are listed on the bottom. Red represents how “high”/ rigorous the standards. Blue is the outcome for each state.


Reading – Grade 4 or 8, it doesn’t matter. The standards don’t predict the outcome. No direct correlation.

This is the outcome after well over a generation of students in a standards-based education system.

 

Look.

 

 

 

See the Relationship between the Rigor of a State’s Performance Standard and Student Achievement in your state and our nation…..There isn’t one.

 

The statistician/author is a retired NAEP (National Assessment of Educational Progress) expert.

 

Math – same findings. There is no evidence that the standards make the difference.

 

The title of the researchers’ site indicates this is Idaho research (his location) but this is national data, nationally relevant.

Reading or math, 4th or 8th grade, it doesn’t matter. Standards don’t correlate to student achievement. They never deserved the attention NOR THE MONEY we focused on them.

Theory has been proven wrong.

Math 8th grade? The patterns are all over the place because the truth is in the numbers that the education oligarchy wanted collected.

 

So — now given the truth — to continue mandating an irrational political concept is government sponsored educational malpractice.

With the truth proven by the very measures we were forced to use, test scores, our duty to stop the Orwellian education reform movement should be clear.

.

Flipping the words of the new Minister of Education, they spell education tax credits and vouchers. They spell the destruction of our public education system.

And clearer yet is the fact that this has been “their” education revolution and they don’t care about ALL our children. Look at the push for excessive technology in schools. The pushers have no regard for what technology is doing to children, or even their test scores!!!!!….

…The public and lawmakers in my state of Idaho put technology ahead of teachers at a huge cost to taxpayers with an unknown cost to children and families.“[Albertson’s supermarket heir Joseph B.] Scott’s investment company, Alscott Inc., has brought in more than $15 million by selling part of its stake in Virginia-based K12 Inc., which was founded in 1999 by former U.S. Education Secretary William Bennett.

But it isn’t just luck on Scott’s side. His family’s tax-exempt foundation has helped develop customers for K12. And Idaho’s taxpayers have been paying for it.”

….It is a familiar story across our great nation…. Those fooling the nation are calling themselves “philanthropic venture capitalists.” Do you know who they are in your state?Please join the struggle.

How to Identify an Enemy of Public Education

How the Democratic Party Became an Enemy of Public Education” explained how both Republicans and Democrats are selling the idea that private-sector education reforms have the best interests of all our children at heart. They don’t.

Advocates for private entities controlling the public schools have completely ignored facts, research, and us. The consequences their policies have on our schools, communities, and children are harmful. The leaders of this private-sector education revolution know what they are doing. And they don’t care about the harm being done. They aren’t accountable to any of us.

And never forget, both Republican and Democratic leadership have no faith in the idea that We, the People, have enough brainpower and manpower to fix our own problems, in our own schools. Those in power trust Washington D.C.’s think tanks and education industry corporations to come up with “innovative” education reforms to sell to us.

Bull roar. These influential people pushing the levers of power are destroying our public education system. Their latest innovation? The claim to be proposing “progressive” or “centrist” education reforms for the Democratic Party. The truth; their agenda is neither. And they are paying the “grassroots” to advocate for them. It’s being done through confusion, propaganda, and indoctrination.

Progressivism supports making progress towards solving social problems.

Progressives advocate for the best solutions based on the latest information.

Progressives expect the political system to respect the scientific method of problem solving.

Progressivism is hard to define because progressive principles change based on evidence.

Important to discussing this further are the following points from “How the Democratic Party Became an Enemy of Public Education”:

  • President Clinton focused on “education and the economy,” and put standardized testing and federal money for charter schools into federal law.
  • Billionaire Eli Broad supported the Clinton’s agenda.
  • Bruce Reed, co-founder of the (“centrist”) Democratic Leadership Council, was advisor on education policy for Presidents Clinton and Obama before becoming the head of the Broad Foundation education efforts.

 

Here’s where the story really picks up steam.

After George W.’s election, the Democratic Party felt the need to seek a stronger focus and more money. At that time, the view of Democrats was…

“They don’t put big corporate America first.” LINDA NECOCHEA

And…

“the Republicans, on the other hand, seem to favor big business.” JUNE BRINES

Meanwhile, key Democrats complained.

”We don’t have the money [to compete with the Republican Party].”

Al From and Bruce Reed of the Democratic Leadership Council stepped in to redefine the Democratic Party. They had help.

An ally of Mr. From and Mr. Reed, Will Marshall, leader of the Progressive Policy Institute (think tank), said the party must…

”show that we can make progressive government work.”

The Democratic Party leaders went with the Clinton mantra to — ”develop a strong economic message.” Message. Not strong policy for the middle-class. Message. We got messaged.

Democratic Party leadership went after the money. In the process, they played politics with our lives, just like the other party. The people have been wronged— from both sides of the aisle.

Democratic leadership sold their souls….or more accurately, they sold our children’s neighborhood public schools. The policy pushers?

The Progressive Policy Institute …

“a Democratic Party-aligned policy shop that promotes…“market-friendly” economic policies. It claims to advocate “a philosophy that adapts the progressive tradition in American politics to the realities of the information age.”

Progressive tradition? The realities of The Information Age? What? The age when we no longer trust any information without first following the money? And, the money flows to both “sides.” In a money-driven system, R or D doesn’t matter.

Every organization on this list is an enemy of public education. Their actions speak of standardization, privatization, and they are dismantling the public education system under the guise of “reform.”

What is important is knowing the main players in private-sector education reforms.

That’s how you know the enemy, by the company they keep.

Unfortunately what started with single individual enemies of public education became multiple well-funded armies of advocates.

“We outline the many overlapping connections in this echo chamber of advocacy groups, think tanks, and media outlets that are increasingly funded by a handful of conservative [and neo-liberal] billionaires and for-profit education companies — often without proper disclosure. These groups are driving the education privatization movement forward by co-opting the education reform mantle.

Time Magazine, 2010.

And no story about the battle over education reform would be complete without this out-sized, outspoken enemy of public education — former D.C. Chancellor Michelle Rhee.

Knowledge of the funding for her organization, StudentsFirst, was under wraps for a long time. Why is $he important?

“At long last, Michelle Rhee’s funders revealed.” Rhee “received $500,000 [half a mil!] in startup funding from philanthropists Eli and Edythe Broad’s Broad Foundation….”

Oh, the Billionaires Boy’s Club. Broad is connected to Rhee. And the replacement for Rhee at StudentsFirst, Jim Blew, previously  (still?) worked for the Walton (Walmart) Family Foundation. Now, StudentsFirst has merged with 50CAN. Blew explains the arrangement,…

“50Can is stronger in advocacy.”

The plan is set. 50CAN is hiring. And just to clarify how this all works…

Blew said, “We need to always assure our donors that we’re using their money as effectively as possible. We’re completely dependent on these donors.”

So the man in charge of 50CAN is Marc Porter Magee. He’s connected every which way. It’s an all-in-the-family deal with his wife, Common Core proponent, Kathleen Porter Magee, and brother Michael Magee, CEO of the non-profit Chiefs for Change.

Photo of Marc Porter Magee provided by the Walton Family Foundation (an enemy of public education).

Brother Michael Magee sees

“turnover in education leadership is a problem” [he] hopes to address in his new role.”

That should be easy enough with Eli Broad (through Bruce Reed) already in the leadership building business.

Win, win —for them. What about us — the public?

Marc Magee’s 50CAN organization will be training advocates to push their agenda for education reform throughout our nation. How important is this? That’s for you to decide.

This is what the education gadfly reported.

Marc Magee “cut his teeth doing D.C.-based think-tank work.” The think-tank?

“Progressive Policy Institute, the think tank that tried to create policies for the ‘new’ Democratic Party.”

And Magee had plenty to say for himself. He spoke of…

the real problem we need to solve. It’s not that our urban schools and traditional districts are ‘failing.’ It’s that our traditional approach to education plateaued around the 1970s, and we’ve struggled to make meaningful progress since then.”

——–THAT IS A LIE. A distortion of facts. Our public education system was on a steady trend of improvement with a significant narrowing of the achievement gap that extended well into the 1980’s. THEN political leaders became the drivers of education “reforms.” THAT is when dissatisfaction with public schools began trending up (along with the cost$). They used us!

The truth? None of the private-sector education reforms —not standards, assessments, accountability, technology, charters, or vouchers —were ever based on facts. It was all about the information age, the knowledge economy; it was all about the money. It was never about all “our” children.

The enemies of the public education system aren’t reforming schools; they are dividing and destroying. They aren’t looking for a centrist position. They aren’t making progress on education reform. They don’t even accurately define the problem.

Real reformers understand that the battle for the soul of our education system is the battle for the belief —the promise— that we will constantly fight to overcome “separate but inherently unequal.” Only an effective continuous school improvement process can do that —within a responsive and responsible PUBLIC system.

How the Democratic Party Became an Enemy of Public Education

Perhaps the title “WHO influenced the Democratic Party into becoming an enemy of public education?” would more accurately represent the subject here.

But the reason for the title came from an article in my “To Read” file. “How to Destroy a Public-School System,” a 2014 article, describes a scenario we should all be familiar with by now. Perhaps that is why I had set it aside, thinking I knew it all. I don’t; we don’t.

We know all about —

“the designation of neighborhood schools as ‘failing’ under the federal No Child Left Behind Act (NCLB)…” followed by the “turnaround” or take-over by charter schools.

But do we know the depth of the intentional under-funding of public schools in order to create a market for private-sector education reforms?

Private sector — for-profit (like Edison) charter schools or non-profit (like Mastery) charters — it doesn’t matter. They are private entities. And privatization is crushing the chance for more effective public-sector education reform to be utilized.

The private-sector reforms are politically and financially driven. The public has little input or recourse when those reforms are harmful to our schools.

So here’s how it went in Philadelphia as described in 2014.

December 21, 2001, Philadelphia, State takeover of Philly’s schools went into effect … “at the time, the largest experiment in privatization—in the history of US public education. The message was clear: public management, not underfunding and segregation, was the problem.

Never mind that school financing was

“rigged to benefit privately managed companies” including a loophole that provided charters with an extra “double-dip” pension payment.

Or that

Mastery [charter school] is “not doing more with less,” says Michael Masch, the school district’s former chief financial officer and a progressive fan of Mastery’s work, “They’re doing more with more.

How did that largest privatization experiment of its time turn out?

By 2007,… “despite additional per-pupil resources,” privately managed schools like Edison’s “did not produce average increases in student achievement that were any larger than those seen in the rest of the district,” while “district-managed restructured schools outpaced the gains of the rest of the district in math.”

What say the supporters of private-sector education reforms? Same thing we still hear said today…

“We just don’t have enough of them yet,” said Edison CEO Chris Whittle, according to PBS’s Frontline.

The problem is not enough charters? You think.

The problem was that Philadelphia was under Republican rule? It was, but remember there has been plenty of bipartisan agreement. The Democratic Party approved of all of this.

The problem is THEY (and it’s a big “they”) don’t work for US. Enough Republicans and Democrats alike have fallen for the idea that private-sector advocates for education reform have all of our children’s best interests at heart.

Look, many in the country see and understand the connection between conservative organizations like ALEC (American Legislative Exchange Council) and Republican privatization policies. Many object. But there is another side. Look again.

It’s time for the country to see and understand the New Democrats and their “progressive” “neoliberal” agenda that we know to be a “bipartisan” agreement on education reform. It is now the Democratic Party reform philosophy based on and driven by advocates for private-sector reforms.

In the words of Helen Gym, a leader of Parents United for Public Education, the reform movement

“has been singular in its focus in dismantling previously stable, strong institutions like public education….”

In other parts of the world, some clearly see what has happened. Those fighting against private-sector education reform are Battling for the Soul of Education.

“George W. Bush bought in the “No Child Left Behind” strategy with its emphasis on high-stakes testing, data-driven decision making, choice, Charter Schools, privatisation, regulation, merit pay and competition amongst schools. Incredible as it might seem, by 2008 this had been taken up by the Democrats.”

Incredible? I guess.

But is this author right in that by 2008 the private sector reform movement had been taken up by the Democrats?

Fully engulfed” the Democratic Party by 2008 might be a better way to state it. But much earlier than that key “Democrats” not only took up this private-sector reform strategy, they helped create and perpetuate it.

1989 -President George H.W. Bush, U.S. Secretary of Education Lauro F. Cavazos, center, Iowa Gov. Terry Branstad, right, and Arkansas Gov. Bill Clinton, behind right, arrive for ceremonies concluding Mr. Bush’s 1989 education summit with state governors in Charlottesville, Va.
—Doug Mills/AP-File

As president, Bill Clinton essentially used an “education and the economy” theme to drive education policy. His reauthorization of the Elementary and Secondary Education Act (ESEA/IASA/ Improving America’s Schools Act) brought Standards-Based education and school choice (charters) into federal law. Education costs have risen dramatically ever since.

But to quickly march this story forward, I’ve taken some facts from Ken Derstine of Defend Public Education! I encourage readers to explore the wealth of information he has provided on his website. Look into the power and control created by the corporate and political elites. Here’s a glimpse.

Billionaire Democrat and philanthropic venture capitalist, Eli Broad is invited by President Bill Clinton to spend the night at the White House. [What do these men have in common?] They work under the “guise of a progressive agenda” while advancing “a neoliberal agenda.” The agenda continuing to be advanced today.

“Playing a central role in promoting Clinton’s neoliberal agenda was the Democratic Leadership Council.” … It became the think tank for many of the rightwing neoliberal policies promoted by Clinton. …A key player shepherding the neoliberal agenda during the Clinton Presidency and after was Bruce Reed who became head of the Democratic Leadership Council in 2001.

The Clintons & Broads

All their plans are on display. They have to be. They are using our government to put their agenda in place. 

With an agenda that echoes our decade of investments—charter schools, performance pay for teachers, accountability, expanded learning time and national standards—the Obama administration is poised to cultivate and bring to fruition the seeds we and other reformers have planted.” Eli Broad Foundation, 2009/2010 Annual Report of the Broad Foundation (page 6)

Bruce Reed (second to left) spent eight years at the White House under Bill Clinton. | REUTERS Politico story Bruce Reed to Head Biden Staff

Bruce Reed is the common education reform denominator between the Clinton and Obama administrations.

“Reed boasts of helping shape education policy on the national stage for three decades.”

Teaming up with Eli Broad may just be the creation of the perfect storm that finally destroys the institution of “public” education.

Lauren Cioffi/KPCC | Eli Broad, left, has appointed Bruce Reed, former CEO of the influential Democratic Leadership Council, to lead his foundation.

 

“Broad is somewhat happy with the progress of education reform. He takes credit for influencing the signature changes nationwide in the past 20 years.”

‘Between No Child Left Behind, which wasn’t perfect, between Race to the Top, we’ve changed a lot of laws in a lot of states, allowing teachers to do a better job in the classroom,’ he said.”

Have the laws helped teachers do a better job? This man’s organization wrote the book on school closures — really! Literally! And his group directed the spending of American Recovery and Reinvestment Act dollars. We invested in their agenda while our schools struggled!!!! Nice, huh? They titled it Smart Options. They are smart.

“Broad has known all along he needs allies in public office to carry out his vision. He’s generously donated to elections — from school boards to the U.S. presidency. He leans Democrat in Washington but anti-union on school boards.”

That’s what they wrote in ELI BROAD APPOINTS BRUCE REED AS HEAD OF BROAD FOUNDATION EDUCATION EFFORT.

And the story doesn’t end there. There’s more to come.

The “how” is a familiar story of money and political corruption. The “who” is a web of deception still being fully untangled….if we must.

The Slippery Slope of Standards-Based Education

The Standoff in Idaho Over Science Standards Reveals The Slippery Slope of Standards-Based Education

Co-authored by Idahoans Mary Ollie, Mila Woods, and Victoria M. Young

The uproar over Idaho’s proposed science standards is a grand demonstration of ideology blinding us to our reality. And the push for headlines and sound bites trumped technical aspects of standards design. The process became an exercise in frustration that could easily have been avoided by making a distinction between a standard – what students should know and do— and content— what is taught.

The art and science behind writing standards matters also.

Why is the difference important? At the beginning of the standards-based education craze, Idahoans were sold on the idea of “Standards of Excellence” (then known as “exiting” standards).

The promise was that state standards would not infringe on local control of curriculum (subject content and how it is taught). State standards were to serve as minimum educational requirements, not an all-encompassing system of control.

Due to lack of legislative and administrative oversight and accountability, the outcome-based (standards) movement spawned a series of word changes that has gradually closed the door on local control.

“Exiting” standards became “achievement” standards (corresponding to the foundation of No Child Left Behind (NCLB)) and were eventually labeled in Idaho Code as Idaho “Content” Standards. With our focus on federal NCLB overreach, we couldn’t see our own State overstepping their bounds through a flawed administrative rule approval process.

Why is this discrepancy between standards and content just now surfacing? Only the proposed science standards contain language that clearly describes content. Idaho “Content” Standards for other disciplines do not include supporting content. They are a set of performance targets — true standards.

Our 2017 proposed administrative rules for the science standards included supporting content. That inclusion is problematic. That’s where the discussion went south.

Think before you step on the slippery slope.

Supporting content does not belong in a legislated standards document. Legislative overreach occurred. And lacking an understanding of the nuances of standards and content, state and local control, and a proper process for standards development, the public couldn’t adequately sort out and debate the topic—or see the truth.

The reality? The Idaho Legislature did not reject five science “standards.” Only one performance standard was rejected. Four of the items were supporting content. They went beyond being just a standard. Content was at the heart of the controversy.

Scientific knowledge is ever-changing. What we know today may change tomorrow.

Education content should not be subjected to our politicized lawmaking process.
A state entity defining supporting content is micromanaging education. The Legislature needs to step back and look at what has been done. In a country where liberty is a founding principle, legislating education content puts us on the slippery slope sliding away from local control — towards State control.

If school districts and teachers need supporting content for resources or inspiration; sources are easy to find. Content should conform, locally, to meeting the needs of students, not to complying with a too-often politically motivated mandate.

Limit the role of the State to defining performance standards and leave successful achievement of and beyond standards to the local districts.

Until the light goes on and the public sees that standards-based (aka outcome-based) education has not definitively reform a single school, we will continue to waste time and resources on arguing over and implementing new standards rather than investing fully in our schools and their students.

Being able to see the slippery slope is the first step to doing no further harm, to the public education system of Idaho and the nation, due to the deceptive nature of standards-based education.

Why Comply With A Bad Education Law?

And just because lawmakers say they are giving “autonomy” to states and local schools doesn’t make it so.

Why comply with the Every Student Succeeds Act (ESSA) when it is as bad as the law it replaced — No Child Left Behind (NCLB) ? Worse really.

Most teachers feel they must comply. Most parents don’t know what the law does. The general taxpaying public? They should care. Billions have been wasted in the false promises of reforms.

I’m part of the general public. The “why comply” question began to plague me because I saw with my own eyes and heard with my own ears how compliance with the ESSA requirement for “meaningful” consultation with parents was not at all meaningful.

This teacher clarifies what happened when we complied with NCLB. We knew it had “unintended consequences” by year five of its existence. It did harm without doing what it promised. But we kept on complying for another decade. Why?

Here’s the problem: ESSA still contains everything that made NCLB a law detrimental to the education of disadvantaged children. Plus it is a federal law designed to defund existing public schools.

Is the promise of ESSA to “restore local control, and empower parents” really what it does?

This is how the House of Representatives presented this law to the public. Truth?

Well? We hear more about state control, don’t we? And as many know, state lawmakers have been a cheap date for organizations like ALEC (American Legislative Exchange Council).

I would love to avoid being critical of my state, but I’m watching the same scenario unfold as I did with NCLB.

Why comply with NCLB’s “replacement” when it is based on the same failed theory? Lessons learned?

“What NCLB has demonstrated, 15 years in, is something policymakers already knew—that standardized test scores are strongly correlated with a student’s family income.”

Photo by Bradley

Well, here’s how the NCLB replacement law, ESSA, rolled out in my state.

At an early November (2016) meeting here in Idaho, the first draft of our ESSA State Plan was presented. With “meaningful consultation” with stakeholders about the state plan being part of ESSA, the compliance recommendation was met — in theory.

The word “meaningful” is used abundantly in the law. Among other things, ESSA promises “meaningful choice” to parents, “meaningful parent and family involvement,” “meaningful communication between family members and school staff,” and “meaningful teacher leadership.” You get the idea.

But eleven months after the passage of the new law, the draft of our state plan did not have even ONE INDICATOR of school quality decided. So, how meaningful could the meeting be? Isn’t input about school quality what most parents would like to voice?

But does it matter what the state presented “to stakeholders”? Other than teachers and administrators who happen to also be parents, how many parents attend these meetings? This particular meeting was in a school in my district that was designated under NCLB as “Needs Improvement,” and under the NCLB Waivers and now ESSA as a “Focus” or “Priority” school.

If there was to be meaningful involvement concerning school improvement issues, this should have been the place.

But meaningful parental involvement in a “reform” planning process doesn’t happen when you don’t give notice of the meeting, don’t have anything relevant for parents to comment on, and don’t give a presentation that is substantive. And when you schedule more meetings to occur over the holidays, a meaningful contribution by regular-ole parents is highly unlikely.

Truth is, parental input in my state has historically been selective.

How Compliance Eats Up Time and Money

Those of us attending this meeting were told that the Idaho State Department of Education took the first three months to read and translate the law.

We were told that from the time we adopted Idaho Core Standards (Common Core Standards) to the development of the assessments that correspond to those standards was 18 months.

Can’t we see how much time and money has been wasted on new standards and tests to give us a correlation to family income?

Meaningful Input?

Then, to add salt to my open wounds, a young state department of education employee stated,

“Children learn while taking assessments.”

Hello! THAT’s right! And that is one problem with computer-adaptive standardized tests. Remember, the promise was local control. Testing corporations are not “local” for most of us.

The local curriculum —what and how things are taught in the classroom— is not under local control. There is no meaningful consultation with parents. Parents have no clue what their children are being taught through the tests…..no matter what the “high” standards say.

So in Idaho’s plan, our assessments stay the same as they were under No Child Left Behind… with the addition of computer adaptive tests. Like them or not, parents comply regardless of how those tests are affecting their children. Or are parents not aware of the problems?

One thing is certain: When policy makers and school administrators
are basing more and more high stakes decisions on the results from assessments, we are obligated to explore and find a solution to the growing problem of test anxiety for all modes of testing administration.”

 

Plus, we were told at this local ESSA meeting that assessment scores for math, reading, and language arts would be heavily weighted in our new accountability plan. The new plan is just like the joke that was NCLB “accountability.”

Can it get worse?

The night of this meeting I didn’t get all my questions answered. But I heard enough to know ESSA is No Child Left Behind all over again — with some extremely damaging additions. CHARTER FUNDING, CHARTER FUNDING, CHARTER FUNDING is written in all over this law.

The danger? Federally funded, state “controlled” corruption. (So much for accountability.)

And this law continues to pretend to be a “reform” law. It’s standards-based (not standards guided) — revolving around “challenging” State academic standards. It still requires annual standardized testing based on those “challenging” standards. Therefore, this continues to be an outcome-based system exactly like NCLB but using different language.

ESSA puts test scores ahead of children’s learning needs. This is the opposite of the anti-poverty law it used to be.

So, the bulk of our federal education money is going towards standards, assessments, data-collecting technology, accountability systems, and “choice.” ESSA stands upon the principles of NCLB and the direction set by the National Governors Association back in 1988 (credit Lamar Alexander, Bill Clinton, and many others).

1988 – Restructuring schools (dismantling) was really the first step in restructuring public schools for use in the “knowledge economy.”

And all over the country, good people are trying to make a bad law “work” just like they did under NCLB. They comply.

Never mind that the 15-year experiment called No Child Left Behind produced overwhelming evident that how “high”, “challenging”, or “rigorous” the standards are has little correlation to student achievement. Yet we comply.

How can we even say with a straight face that we require “evidence-based” programs for education reform? The law itself isn’t based on evidence. It goes against the evidence.

Why comply?

Why not #Resist bad law? Why not take over the Quiet Revolution with our own #PublicEdRevolution ?

Our schools; our rules?

Stuck in the Muck: Trapped in Outcome-Based Reforms that Don’t Work

If President Trump drained the swamp, we would still be stuck in the muck.

Cartoon provided by Ben Garrison. Visit his site at GrrrGraphics!

Still waiting on leaders to fix health care? And how many decades have we listened to talk about fixing the education system? But, did you know that both these systems are suffering from the same problem?

“Make America great again”? We can’t do that without understanding what changed America. Until then, we spin our wheels, dig ourselves in deeper, and allow the expanding swamp to be refilled.

The problem? We switched drivers — from leaders believing in progress to those driven by outcome-based data, money, and their own arrogance. Our drivers own the world and dictate the rules.

We the People? We don’t know which way to turn. But even if we did, we can’t move forward because we’re stuck in the muck.

Health care, social security, the justice system, the environment, education, on and on — all the major social problems are being kicked down the road. And we are stuck in debt up to our eyeballs while our social safety net develops ever-widening holes.

Most of the holes were created by us and what we don’t know.

In the health care debate, what aren’t we hearing?

“The physicians say the increased use of quality metrics to assess provider performance is having a negative impact on quality of care. Far fewer (22 percent) see quality metrics as having a positive impact on quality.

Nearly half (47 percent) of physicians and just over a quarter (27 percent) of nurse practitioners and physician assistants say the recent trends in healthcare are leading them to consider an earlier retirement.”

Source: NPR Suicides are up. Tracking outcomes isn’t what these people needed us to do.

Physicians and teachers are facing the same problems.

Where we once had community hospitals (schools), we now have health care (charter) management organizations. They control a data-driven system with an eye towards cost-cutting through technology. The technology industry and health treatment (education market) industries are flourishing.

People? We aren’t doing so well. Not only are teens and middle-aged men killing themselves at alarming rates, Americans in general are not as happy as we once were.

We know we need to address heath care. But we seem unaware of how desperately we need to consider real education reform as a national priority.

If we can’t gain control of our own local school systems, what hope do we have of solving our other more complex problems?

When leaders put Standards Based Reforms (SBR) in federal education law, we were trapped in the education metrics of outcome-based reforms.

Once we drop the fallacy that Standards-Based Reforms are a silver bullet, true education reform will be possible.

Statistics now prove what many believe. Standards don’t ensure student achievement. The focus on monitoring outcomes ignores the problems created by separate and unequal schools.

The misconception is that setting “higher, better” standards improves schools. It doesn’t.

Do you know why No Child Left Behind (NCLB) didn’t improve schools? SBR. And the Every Student Succeeds Act (ESSA) perpetuates the same problem. SBR.

“Now we risk setting national curriculum standards instead of recognizing that children need us to identify their individual strengths and weaknesses and work with them to attain a level of mastery of the classroom curriculum as outlined in a locally agreed upon instructional framework.

This isn’t a philosophy that gets away from being held accountable to a standard; it’s one that is responsible for meeting the needs of the individual student along with educational standards.” The Crucial Voice of the People

That is a description of standards-referenced education, not standards-based (NOT the Outcome-Based Theory).

But the country is stuck because our tax dollars for education continue to be spent on SBR, not invested in us.

“We’re stuck because our focus, our funding priorities, and our personal beliefs and attitudes are failing to serve our country.

We are stuck in the standardization of children ditch because we set test scores as our goal—in law and in the minds of Americans.” The Crucial Voice of the People

Metrics rule. Plus, we have not listened to people with a passion for teaching and compassion for children.

“In the last several years, with the continuing emphasis on using data to drive instruction, I find myself increasingly skeptical about what we do to ‘benefit’ students. …

Data seems to be the driver of much educational policy today, even when it means we force students into increased time with their weakest subjects, and excluding content that might intrigue them.  We marvel at the lack of engagement while we simultaneously impose rigid interventions…

I’m very concerned that our fixation on data has become more important than the engagement of students in topics that might lead them to important self-realizations of competency…  It often feels like teachers are working in a system designed for disengagement, while at the same time being evaluated on their skill at maintaining engagement!

Regardless of my knowledge or enthusiasm, I’m still expected to march as a good soldier with what I see as an archaic system…

Our current models mean we–teachers, administrators, and students–fixate more on ‘grades’ than learning.  I can no longer grow as an educator when I feel confined by parameters that fail to prioritize self-discovery and lifelong learning–for all of us.” — Cindy McDonald (A Now Retired Teacher)

We are losing compassionate and passionate public servants. Our public services are trapped in the metrics of Outcome-Based Reforms because we aren’t controlling how our money is spent.

The more automated our human services become, the less service we are providing to humans. People are getting frustrated and blaming the government.

But consider this. The government is not run by people representative of us. Our government is run by the rich, ultra-rich, and the greedy who are willing to look the other way when it comes to using our lawmaking process for their own benefit. Palms are being greased. The “grease” keeps the swamp slimy.

And it is the arrogance of these ultra-rich people, telling us what is best for us, that we should no longer tolerate.

We’re the ones that need to roll up our sleeves and drain the swamp.

To clean House, we need an election revolution every two years until we’re no longer stuck but rather making real progress again.

Start in The House.

In writing about the House of Representatives, James Madison said, “They in a word hold the purse” (Federalist No. 58).

The Constitution: Article I SECTION. 7 “All Bills for raising Revenue shall originate in the House of Representatives…”

“The greater the power is, the shorter ought to be its duration” (Federalist No. 52: Madison). Thus, Article I SECTION. 2 “The House of Representatives shall be composed of Members chosen every second Year by the People…”

One solution offered in Restoring American Happiness is greater public financing of health and education. And we must invest wisely.

We need to control the purse…

“As the people are the only legitimate fountain of power” (Federalist No. 49: Madison), we are central to our own progress as a nation. And to restrain the House requires “above all the vigilant and manly spirit which actuates the people of America, a spirit which nourishes freedom, and in return is nourished by it (Federalist No. 57: Madison).”

Call it an electoral revolt or call it an election revolution. Call it what you will. It is what our nation’s fathers directed us to do. It will nourish progress.

We filled the swamp; we can drain it. And we can refill it with representatives that will invest in the human side of both health care and education….or we drain it again…in two years time.

Rural America in the Crosshairs: A New Frontier for Profiteers

This is my plea to rural America and to all the people who carried Mr. Trump into the White House. Please remember your power and use it well. Don’t let corporate interests ruin our American small-town way of life.

Preserving our public education system is at the heart of this battle. And the public can both preserve and improve our schools…Why close them or leave them behind?education-reform-quotes-1

This past election season should give us hope. In Massachusetts (the state that has proven that true education reform is possible), voters said “NO” to lifting the cap on charter schools. Why?

“…almost all of the fiercest Question 2 opponents were cities and towns whose public schools are losing money to charter schools.”

And as one principal expressed…

“Community members and parents I talk to want to fight for the resources to improve the public schools we already have rather than opening more schools.” He [Peter Bachli] added, “It’s as if the refrigerator light went out and instead of fixing it you bought a new refrigerator.”

Many people are considering the consequences of “school choice” as we now know it. Charters, school vouchers, and technology are the main products being sold to fill the gaps in education decisively created through our laws. Yes, the market was created.

To make a buck (or billions), the education industry under the guise of education reform has put a price on the heads of children — again and still. Urban markets were tapped first. Now, schools in rural America are in the crosshairs.

But rural America doesn’t have to go the way of America’s urban districts. Not if we learn from their experiences.charter_charterfigure1

And here in Idaho, we can learn from other small towns that have all but been destroyed by our modern-day version of “school choice.”

My hometown of Albion, Michigan is a perfect example. Crippled economically by unfair competition leading to de-industrialization, families paid the price for “globalization” (a nice code word for the development of multinational corporate monopolies).

At the same time, the farce of test-based reforms in K-12 education fueled the development of school choice laws.

So with 80 percent of charter schools in Michigan being for-profit schools, the education industry profited at the expense of American small-town traditions. Gone were the Friday night football games. Gone were the Christmas programs. Gone were the opportunities to gather in local businesses after school events — because — gone were the schools. They were closed. Kids are bused elsewhere.

The fabric of the community was shredded.

Rural America, I’m not crying wolf. Rural schools ARE in the crosshairs of the education industry. The plan is well underway.

Step 1: Direct funding

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FROM A New Frontier: Utilizing Charter Schools to Strengthen Rural Education  by Andy Smarick http://files.eric.ed.gov/fulltext/ED553987.pdf

Step 2: Get state law in line

AND open the door for philanthropic venture capitalists. Those with an interest in "success" of these charters will use their money to ensure "effectiveness" can be demonstrated. (Idaho State Law)

AND this opens the door for philanthropic venture capitalists. Those with an interest in “success” of these charters will use their money to ensure “effectiveness” can be demonstrated.

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An application needs an “estimate” for the first year. What happens after the first year?

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Remember, these are federal grants of taxpayer dollars.

Step 3: Coordinate federal law …(while claiming more state and local control)…

essacharterfacilitiesstate-2016-11-29-at-9-42-09-am

This is the Every Student Succeeds Act (ESSA Public LAW 114-95). Why does the federal government feel the need to tell states how to fund charter schools?

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Eyes will be on the start-ups in the beginning. But how long will the watchdogs keep watching?

Step 4: “Grow-your-own” market even when that means you direct funds AWAY FROM IMPROVING SCHOOLS….really.

YES, this does say to FOREGO improvements. No Child Left Behind created a market in the same way. It limited curriculum while charters popped up offering more of what regular public schools used to offer.

YES, this does say to FOREGO improvements. THIS IS ESSA. No Child Left Behind created a market in the same way. It limited curriculum while charters popped up offering more of what was removed from regular public schools.

The decades-long standards, assessment, accountability, and technology movement continues making “choice” a moneymaking instrument easily sold to freedom-loving people.

For Idaho this began in the 1990’s with the Albertson Foundation sponsoring the development of “new” standards. Then came the assessments and accountability mechanisms to spawn competition between schools thus creating a market for “choice.” They focused their money and our laws (and money) on standards and testing for math and reading at the expense of better quality education. Their vision. Their plan. Their lobbyists that created “our” laws that in turn foot the bill for education products to fix what they helped ruin.

Now, they have much of Idaho believing we don’t understand “what policies and practices are likeliest to help” improve our rural schools. That simply is not true.

In January of 2013, one conclusion of state research was that our rural schools wanted their teachers to have the opportunity to obtain multiple certifications. Administrators wanted to improve the quality of their teaching workforce.

Instead, in August of 2013, the Albertson Foundation brought in out-of-state experts to examine OUR rural schools.

They found a new frontier — for rural charter schools — based on “the fantastic work done by charter management organizations” and “human capital organizations” like The New Teacher Project…..Wait? Who?

screen-shot-2016-11-30-at-2-09-16-pmLet’s be clear. We are talking about philanthropic venture capitalists. These are the same people who put their money (and ours) on Common Core.

You think Common Core is simply going away because Mr. Trump doesn’t like it? Not when those who teach the teachers, develop the leadership, and lobby the lawmakers are in control. The Common Core System is in place. With the change of a name, in the blink of an eye, we still face the same problem of no real local control. Charter schools are not the answer to that problem.

And there seems to be a belief that charters will only come in where they are needed and wanted. Can the public just say no and have it be so? Ask congress.

Federal law - ESSA - gives the Secretary of Education POWER!

Federal law – ESSA – gives the Secretary of Education POWER!

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In Idaho, our state board has the POWER also. Idaho’s State Board is not elected; they are selected!

 

So knowing how the laws have been fixed to profit the charter industry, as I traveling across rural Idaho over the Thanksgiving weekend, I tried not to think about it. But unfortunately while passing through one small town in particular, a horrible thought struck me. How long would it be before the food chain consisted of ConAgra, Monsanto, and Walmart?

And what will the schools be like under this new world order? Well, if the purpose of education is work-force development, we know who’ll be calling the shots.

10389690_773525136032161_985265226383217614_nOn the other hand, I’m not convinced that corporate America will trump rural America.

Will America be made great again by those who control the schools?

Will rural America choose to give control to the same people who manipulate our laws to benefit their industry?

Or will rural Americans reclaim the “new frontier” as their own?

How will we see success?

screen-shot-2016-11-30-at-10-50-52-pm

Crosshairs added with the help of a friend. Photo from Harvesting Success: Charter Schools in Rural America brought to us by the “National” Charter School Resource Center and SAFAL partners (a consulting firm with “deep domain knowledge in the charter section, human capital management systems, and next generation learning.”….Rural America, are these the people you want managing your children and grandchildren?

“Let’s have faith that right makes might; and in that faith let us, to the end, dare to do our duty as we understand it.” — Abraham Lincoln

P.S. Special thanks to the undistinguished Americans that go unacknowledged for the extraordinary research they selflessly do everyday (without pay) in an attempt to enlighten all of us. I for one appreciate their contributions to this blog.

Foreign Influence & America’s Choice

Wow! It took this crap-fest of a presidential election to get the issue of foreign influence to the national stage. But seriously, we actually do need to talk about foreign influence in the inner workings of our government —in the making of our laws.

Sure, we should be appalled by foreign governments trying to influence our elections but foreign influence in our government is nothing new; it’s business as usual in the cesspool of Congress. 878492

Oh, and I might as well be upfront with you. This blog isn’t about the presidential election. This is about BIG money in politics. This is about foreign interference in our lives on a regular basis.

So please, hang with me on this little, but disgusting, story. You need to know how multinational corporations stealthily exert foreign influence on Congress and pilfer our coffers. And even worse, the villains in this story are quietly working to privatize a whole public system and create a global monopoly on education. (Hidden Privatisation) TRUE STORY!

The story begins with the British-owned company Pearson Education Corporation. They aren’t the dreaded Russians but they are a foreign influence none-the-less.

Pearson provides publishing and assessment services to corporations and schools from Pre-K to higher education and …. professional learning (oh, that’s a story for another day!).

Do they influence our public policies through lobbyists? Yes, openly.

Sandy Kress, the controversial testing lobbyist, was the architect of No Child Left Behind who then lobbied for Pearson Education while simultaneously serving on several state advisory boards. Kress became so unpopular amid an anti-testing rebellion in Texas that the legislature made it illegal for him or any other testing lobbyist to make campaign contributions. Even registered sex offenders can give politicians money in Texas.

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Provided by Open Secrets

Pearson’s lobbying of Congress increased just after the writing of No Child Left Behind in 2001 and Common Core in 2008. Remember, this is foreign influence over dollars spent. They secure the law then secure the spending.

It’s legal. But it’s not right.

And it’s the stealthy part of this story that should really alarm us —the think tanks.

Think tanks influence the actual writing of the laws. Foreign powers do buy influence through them. Their goals become the aim of our laws. Terminology is of their choosing. Their influence fixes a law in place. That’s how the development of “an industrial complex” works — by influencing “public” policy. (“Public” in the sense that the public follows the law.)

And unbeknownst to most of the public, it can be foreign agents creating the loopholes that keep us running in circles unable to ever catch up to the truth in time. The money’s pocketed before we know it.

But, let’s get back to the story. We know this…

Pearson announced “in the summer of 2000 to spend $2.5 billion on an American testing company.” (Some thought it wasn’t a great investment. Ha!)

…“the next year, Congress passed the No Child Left Behind Act, which mandated millions of new standardized tests for millions of kids in public schools.”

Pearson just happened to be “in a prime position to capitalize.”

And we know…

School testing corporations have spent at least $20 million on lobbying along with wining and dining or even hiring policymakers in pursuit of big revenues from federal and state testing mandates under “No Child Left Behind” measures and the Common Core curriculum, according to a new analysis by the Center for Media and Democracy (CMD).

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Yup. Lawmakers created a no profit left behind free-for-all targeting public school children.

Now, this is the point in this little story where the connection of Pearson to Marc Tucker—the unofficial consultant for our fundamental change to a standards-based (test-based) system under No Child Left Behind —was still only speculation in my mind….until I found the following fact.

On Sept. 10, 2001, President George W. Bush was at Jacksonville, Florida’s Justina Road Elementary School “to tout his $900 million education agenda.” He…

“chose Justina because test scores at the Duval County school have steadily increased in the past few years, thanks to a new program that emphasizes literacy skills.

That program – America’s Choice.”

ALWAYS, the plan was sold using this promise…

“Every student should leave high school capable of doing college-level work without remediation.”

These same words were in my states’ mission for “our” standards-based accountability system in 1999 and the words were reused again to sell Common Core. Is No Child Left Behind connected to Common Core in the minds of most Americans?

Is the choice of words, a coincidence? No. The connection is America’s Choice.

Tulsa Public Schools (TPS) first partnered with America’s Choice in May 2009. Financed with more than $3 million in federal Title I funds from the American Recovery and Reinvestment Act, America’s Choice is working with the district to implement the Rigor and Readiness Initiative into 19 middle and high schools. The initiative, which America’s Choice developed with ACT Inc., the company that creates the college preparation test, includes the Ramp-Up and Navigator curricula.

The Common Core State Standards Initiative was also funded with money from the American Recovery and Reinvestment Act. The think tanks and other “education organizations” got together. And the same people continue to profit from selling us the same product (the standards & testing-based theory)— repackaged.

Funded with American Recovery and Reinvestment Act dollars!?!!!?!! In the Great Recession our Recovery Act dollars fed the multinational education industry…. foreign companies instead of our children. Wall Street at the expense of Main Street! Wasn’t that the outcry?

At this point, we do need a good laugh.

At this point, we do need a good laugh.

So who founded America’s Choice? Marc Tucker. What think tank does he run? National Center for Education and the Economy (NCEE). How influential is he? Way, way too influential.

When it comes to education law, if parents and teachers were half as influential as this one man, we might actually get to the promised land — equal educational opportunity.

Ah, but the rest of the story —the Coup De Grace $$$$$$$$$$

America’s Choice…

“began as a program of the National Center on Education and Economy (NCEE) in 1998 and became a private [for-profit] organization in 2004.”

…combined with Pearson…to seal the deal.

Pearson and America’s Choice Announce Acquisition Agreement

August 3, 2010 —Pearson…today signed a letter of agreement to acquire America’s Choice…Pearson’s extraordinary resources and technological expertise will facilitate the adaptation and reach of America’s Choice’s comprehensive and proven school improvement model to a global community of educators and students.

What do you think America? What’s America’s choice?

America’s choice isn’t high skills or low wages like Mr. Tucker says in his propaganda.

America’s choice is money-driven law versus people-driven policies.

1003583You think that when domestic influences (think-tanks) team up with foreign-born companies, they are unstoppable? Absolutely not.

But we have to face the facts.

Both political parties are corrupted to the core. And every person voting to return their boy or girl to congress is voting for more of the same. You want change. Change Congress.

You want revolution. Start with a peaceful tactic — revolt at the voting booth. Be the anti-incumbent vote. Then rise to the challenge of beating back the testing machine in your own schools.

Such a deplorable, revolting situation as allowing foreign corporate-created laws to control the education of U.S. children is intolerable. It ends with us.

The Common Good & Education

Republican political analyst and writer David Brooks’ spoke about Character and The Common Good last week in Boise, Idaho. His conflicting views on the importance of community versus our current education “reforms” were striking — to me.

Is doing what is best for the next generation considered a common good?

Is doing what is right for the next generation considered a common good?

Brooks spoke about how love, relationships, and friendly interactions changes lives.

He believes the country is suffering from “a crisis of the social fabric.” He sees the hope for humanity in communities’ picking up communities thereby building a “denser moral fabric.”

He knows we are divided by education.

He feels our need for personal relationships.

He sees how both Alexander Hamilton and Abraham Lincoln supported “limited but energetic government to enhance social mobility.”

But my theory here is that David Brooks can’t see how education reform policies are destroying our social fabric. There’s a couple of reasons. One, A Nation At Risk (in his own words) marks his involvement with education reform. And two, if you view education reforms from a narrow political perch you can easily fall off. If you fall off, you can’t see far enough back to clearly view the road to educational quality and equality. You can’t see our history.

But, let’s consider the education reform road he, and the nation, traveled.

After the release of A Nation At Risk in 1983, there was a flurry of media sound bites unleashed on the public (more propaganda than substance). But what followed is what really set the stage for standards, assessments, accountability, and technology to be the education reform “gift” from the National Governor’s Association (NGA) and others. (See the fine print below.)

The gift that keeps on giving or taking?

The gift that keeps on giving, or taking?

In the decades that followed, many attendees of this 1996 Education Summit remained major players in education laws that govern our public K-12 system. That reality did not change with congress’ newest law – the Every Student Succeeds Act – ESSA. “They” pushed the law into existence. They rule.

Their governing philosophy —the foundation upon which they built our reforms— is that we were entering the information age and the economy was dependent on dollars flowing into the education “industry.”screen-shot-2016-10-05-at-6-00-59-pm

The fact that the majority of parents were satisfied with their child’s school drove the need to wage a propaganda war on public schools. “They” needed to create a market. (To Market to Market, 1997)

Keep in mind, changes in education take roughly a decade to unfold. During the period prior to the standards, assessment, accountability, technology movement, the United States was making significant educational progress in our K-12 system. This was also a time when our higher education was still the most highly revered in the world.

What the hell were we thinking?

Fast forward to post-9/11 of 2001 when David Brooks wrote One Nation, Slightly Divisible. He talked about the education gap and how the income gap had widened as we entered the information age (aka knowledge-based economy).

And in 2005 Mr. Brooks noted the maturation of the information age, in The Education Gap, as he linked “economic stratification” to “social stratification.” He documented behavioral differences in divorce rates, smoking, exercise, voting, volunteer work, and blood donations linked to educational attainment. Stating that this might be a “more fair” (?) system, he acknowledged that the system was creating

“brutal barriers to opportunity and ascent.”

A couple of months later (and four years after No Child Left Behind), Brooks noted in Psst! ‘Human Capital’ that…

“When President Bush proposed his big education reform, he insisted on tests to measure skills and knowledge…. No Child Left Behind treats students as skill-acquiring cogs in an economic wheel, and the results have been disappointing.”

… Brooks saw skills and knowledge as superficial components. And he went on to mention one of our “classic” government studies…

“…James S. Coleman found that what happens in the family shapes a child’s educational achievement more than what happens in school.”

So despite recognizing inadequacies and the misdirection of the No Child Left Behind law, ITS GOVERNING PHILOSOPHIES REMAIN IN PLACE — student outcomes as measured on standardized tests continues as the basis of our “accountability” mechanism?

Call it fed-led or state-led; it doesn’t matter. The nation doubled down on it…quietly.

And in 2009, David Brooks got caught up in the frenzy of “standing up to the teachers’ unions” as expressed in The Quiet Revolution. He, and many other Republicans across the country, jumped on-board the Democrats’ Obama/Duncan bandwagon of what they were calling “real education reform” — coupling student outcomes and teacher pay.

Never mind that test-based accountability didn’t yield real reform.

Never mind that family and other social supports are extremely important to student success in life. … regardless…

…the Quiet Revolution was celebrated.

By 2010, many involved in the American education reform war declared that Teachers Are Fair Game. Many people still believe that the major problem in education reform is that union rules “protected mediocre teachers.” I know many of my representatives here in Idaho do. But the vast majority of American parents don’t see their children’s teachers as the problem.

Time to Reflect, Reconsider, and Respect the Evidence?

By 2005,  the country recognized the major faults with No Child Left Behind (NCLB). But it remained the education law of the law for an additional decade. The name was finally changed to the Every Student Succeeds Act (ESSA) but these guiding principles (the major problems with the law) remain in place…

  • yearly standards-based, test-based accountability,
  • the push for “personalized” learning through technology instead of supporting better teacher-student personal relationships, and
  • “choice” through funding of charter schools (which has been sold to us in the name of “parental engagement,” “flexibility,” “competition,” “free-market,” “a civil right,” and “equality of opportunity” to name a few). It’s the ultimate education-real-estate market.

We know what doesn’t work but we’re being pushed into more of the same through the rules that govern our schools —federal, state, and local.

Consider This: Our Common Ground

In 2001 in One Nation, Slightly Divisible, David Brooks asked; Are Americans any longer a common people? Do we have one national conversation and one national culture? Are we loyal to the same institutions and the same values?

According to his research, we agree “too many children are being raised in day-care centers these days.”

You see, we do value family and support the ideal of family.

In The Education Gap (2005) he stated that we “believe in equality of opportunity.”

You see, we do value the ideal of equal educational opportunity as expressed in the aim of the original Elementary and Secondary Education Act (1965 ESEA, changed to 2001 NCLB and now 2015 ESSA).

How We Missed Seeing the Trees for the Forest

In keeping with most journalists, Brooks only quoted PART of the work of James S. Coleman. Missing is the rest of the Coleman story.

Brooks touched on the importance of a child’s willingness to learn which Coleman delved deeply into and discussed it as “the pupil attitude factor.”screen-shot-2016-10-05-at-6-45-44-pm

Coleman discovered, as Brooks finally did, that a strong community support system for school children is essential to giving every student the opportunity to excel. Coleman dubbed that safety net “social capital” and defined it.screen-shot-2016-10-05-at-6-45-56-pm

So we do see!

In Psst! ‘Human Capital’ (2005), Brooks expounded on what works.

“The only things that work are local, human-to-human immersions that transform the students down to their very beings. Extraordinary schools, which create intense cultures of achievement, work. Extraordinary teachers, who inspire students to transform their lives, work.”

And by 2015 Brooks looked smack in the face of the solution. He does see. In Communities of Character he talked about …

“super-tight neighborhood organizations” and revealed, “…very often it’s a really good school.” These schools “cultivate intense thick community.”

And earlier this year, Brooks once again brushed-up against a solution to offering equal educational opportunity in The Building Blocks of Learning. About this I write with extreme trepidation!

David Brooks wrote,

“Education is one of those spheres where the heart is inseparable from the head.

Even within the classroom, the key fact is the love between a teacher and a student.

For years, schools didn’t have to think about love because there were so many other nurturing social institutions.….emotional engagement is not something we measure and stress.

Today we have to fortify the heart if we’re going to educate the mind.”

So here’s my reason for concern. Just because something is important to student learning does NOT mean WE should:

  • measure it in the children,
  • scapegoat the teachers if the outcomes don’t meet our arbitrary standard, and
  • make damned sure it is anchored to standards, assessment, accountability (and the technology to do that accountability) in our laws!!!!!

Stop already!

We know functional communities are safer, healthier, and better educated. The people in those communities instinctively understand the concept of a strong social fabric and supporting the common good.

Dysfunctional communities don’t get it. Their safety net does not include the strong fabric of our common good. And standards, assessment, accountability, and technology are no substitute for increasing the resources necessary to supply the proper and necessary fabrics.

“Better policy can help.” We need education reform laws that are free from the dirt and stench left behind by the education reform vulture-capitalists. Does the nation agree?vulture

 

 

 

 

 

 

 

 

And are David Brooks’ views on the common good and education reform policies conflicting to others, or, do they clearly echo the sentiments of the nation?

“We” should have a national conversation about that!

The Purpose of Education

In their annual poll of the public’s attitude toward public education, what prompted the well-respected PDK (Phi Delta Kappa) association’s new question about the purpose of education?

And how is it the question asks about the main goal of a public school education while the website, and discussion that followed, shifts the conversation to the purpose of education?

screen-shot-2016-09-13-at-3-46-47-pmJust semantics? Maybe. But, did you know that one definition of semantics is “a deliberate distortion or twisting of meaning, as in advertising, propaganda, etc.”?

Purpose is the reason for which something is done.

Goal is an aim or desired result.

And because struggles in the education reform war continually demonstrate that words are determining outcomes of our battles, we should pay close attention. Words have become the weapon of choice against an unsuspecting public.

The words of reform sold us a perceived need to reform a whole system. The reality is that we needed to only reform the schools in our country that needed re-forming — high-poverty, low-performing schools. We had already identified them before the 1980’s.

The truth? Test-based accountability methods changed nothing. And school choice only reshuffled the deck.

But let’s look at the question of the hour…screen-shot-2016-09-11-at-3-30-15-pm

….and look at what one long-time. …long, long time… education-and-the-economy expert, Mr. Marc Tucker, had to say.

This would be a good guess since the marketing of the purpose of education seems to be increasing.

This would be a good guess since the marketing plan appears to be focusing on promoting the purpose of public education as a workforce pipeline. America’s choice?

Our expert is guessing? Let me guess; he knows something we don’t. After all, he is a long-time occupant of the D.C. inner circle, father of the Education/Labor Market System, and an international systems expert. He knows what is going down.

Tucker believes that parents should be choosing BOTH prepare students academically and for work…always beating his education-and-the-economy drum. But why not choose “to be good citizens”?

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This is one more topic where my opinion differs from Marc Tucker’s.

I confess, there is just something about Mr. Tucker’s narrow-mindedness (and his continuing position of power) that makes me want to write. So, here’s my view of this question….

Only 26 percent of respondents in this PDK poll think that preparing students to be good citizens is the most important goal of a public school education. Only!?! Yes, that should be alarming.

Let me ask you; what does it take to be a good citizen?

I thought we needed to learn to read so that we could inform ourselves. I thought we needed to be able to do the math, including understanding statistics, so that we would be less likely to be fooled.

I thought we needed to learn to gather our own facts and think critically because that’s what we need to do in order to be the ultimate authority (the check and balance) in maintaining a representative form of government.

I thought that the pursuit of happiness was a fundamental America value and it meant that our personal interests were important.

I thought that being a good citizen included not being a drag to society, which means being prepared to work and doing the best you can to support yourself.

Academics and work?

Yes, they are part of being a good citizen. But, there is much more to producing an educated electorate than what is being offered in the narrow curriculum of way too many disadvantaged districts —a situation worsened by our outcome-based reforms. Mr. Tucker created and pushed this test-based theory from the get-go.

Tucker has been and continues to be a go-to for The Education Oligarchy.

Yet, Tucker goes on to blame the United States for the damage done to vocational education. — But it’s the STANDARDS STUPID! — Look in the mirror, oh creator of the outcome-based system.

How many times has Mr. Tucker’s publications directed those in power to “start first with academic standards”? Have they ever faced the facts?

The focus on standards narrowed the curriculum.

The focus on standards was deadening to instruction.

The focus on standards almost killed the idea that students need to apply what they learn to real world experiences.

Wake up, America! It’s time to fight for a broad, balanced curriculum, not a narrow set of standards.

We are a nation at risk and the enemy is masked as an expert.

And since when has the purpose of our public education system been to produce already trained workers for private industry? Granted, one purpose is to ensure a solid educational foundation upon which to build. BUT,….

Since when is the goal of public schools to run kids through the workforce development pipeline and pour them directly into jobs? Of course we all need a job but test-and-sort is a recipe for unhappiness.

And, is it a coincidence that editorials are appearing in my local newspaper parroting the same “purpose of education” as the new PDK poll and Mr. Tucker?

“Accelerating talent pipelines is a deliberate effort to prepare our kids, and adults, faster than traditional education pathways, for high paying jobs we know exist today.

How do we build talent pipelines? We embrace three fundamental realities changing our world.

First, we acknowledge the purpose of education is to get a good job and improve our income.

Second, we recognize companies are rapidly shifting their focus to skills and not diplomas for hiring.

Third, we recognize industry is the primary customer of our education system.

Finally, the solution demands we empower industry to influence education outcomes.

NO! This is NOT the purpose of OUR free system of public schools as envisioned by our founding fathers. This is a takeover of our public education system by THE PEOPLE WHO OWN THE WORLD (that includes information systems).

 Please don’t let the public schools become just another one of their information delivery systems and their publicly funded training services. Is this the expectation parents have for their children’s schools?

When those who run the show begin giving us the illusion that public opinion is driving education policy, we should be very, very concerned that the PDK annual poll has a new driver.  We — and our representatives — will hear what they say is public opinion. ….. Think about it.

For the first time since the inception of the PDK/Gallup poll on education in 1969, Langer Research Associates did the polling instead of Gallup. That in itself might not mean much. But, how much do we know about this relatively new firm other than they did work for ABC News and Bloomberg? And this particular question, about the purpose of education, is straight out of the standard-bearers playbook….?…

The Reality of the Education Reform War

They” control the language, develop the conversation, and convince the public that their way is the right way.

When you have high-powered marketing firms pushing your agenda, your message pops up everywhere. It’s no coincidence.

Thankfully, Gallup (on their own without PDK) continued their tradition of asking parents about their satisfaction with their own schools.screen-shot-2016-09-13-at-4-41-07-pmWith 76 percent of parents satisfied with their child’s education, isn’t it time we asked; what are we reforming? And how is it we are changing the whole system and not focusing on what needs fixing (23%)?

Ask Mr. Tucker. He was the go-to education expert back when the standards,testing, accountability movement took off and apparently he continues to be a power player. He’s one national driver who hasn’t changed.

Do you know who is driving education reform in your state?

If charters and “choice” are high on your state’s list of laws to pass (or have already been passed), good chance ALEC (American Legislative Exchange Council) is involved. The wild west is certainly in their pocket and the conversation about the purpose of education has been going on for some time here.

In Idaho (2013), our Governor’s Task Force on Improving Education stated that …

“the higher purpose inherent in education is obvious.”

But it is not obvious in their plan. Their words mean nothing. Their focus continues to be on a narrowed, test-based curriculum with the same old outcome-based accountability that never held anyone accountable. This is state-led?

If this is called “state-led” under the dictates of the new federal education law (Every Student Succeeds Act, ESSA), it is no different from the fed-led dictates of No Child Left Behind. The outcome is the same. The law is driving us towards the development of a corporate-controlled, labor development system dubbed public education.

Are we sure this is the direction we want public education to go?

Are we sold on the purpose of education as workforce development (and military recruitment)? Mission accomplished?index