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.

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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.

Neoliberalism: To Know It Is To Recognize It

noam-chomsky-quote-2The term “neoliberalism” is not in my old college dictionary. And most people I’ve asked don’t know what it is. For that reason, the public is not been able to recognize the ideology behind many of our public policies…

We have become victims of sabotage —of our own doing.

An economic approach is one component of neoliberalism.

An economic approach is only one component of neoliberalism.

We are political pawns in the neoliberal game.

The situation looks daunting. But don’t despair. Shedding light on the neoliberal agenda will enable you to better understand the concept and determine for yourself if you have unknowingly adopted this ideology as your own.

As explained in “Our Neoliberal Nightmare,”

“Everything that promotes the market, i.e., privatization, deregulation, mobility of finance and capital, abandonment of government-provided social welfare, and the reconception of human beings as human capital, [is] encouraged.

It should be said that neoliberalism thrives on prompting crisis after crisis…so that each succeeding crisis only erodes the power of the working class and makes the wealthy wealthier.

[Our] politics succumbs to neoliberal economic theory…[so]… In this revolution of the law, persons have no status compared to corporations…

[And the author writes] I am merely outlining the strength of an opponent that has refused to be named for forty-five years, although it has been the ruling ideology that long!”

Neoliberal beliefs have permeated our social and political structures with bipartisan appeal.

And indoctrination into the neoliberal philosophy runs the gambit — from political propaganda to training within the public education system. That’s right! We’ve been infiltrated.

John Perella’s dissertation on the National Institute for School Leadership (NISL) enlightened me. I hope it does the same for you.

  • Neoliberalism is pro-business and does not view powerful corporate influence as problematic (p15)…
  • Neoliberalism is acutely conservative in its economic approach. In fact, neoliberals share many of the same educational goals of neo-conservatives. (See The Politics of Reform for definitions.)
  • Neoliberalism is about restructuring society to allow for, and facilitate the growth of, free-markets (p16). [See “free-market” discussion in the comments below.]
  • Simply put, neoliberalism is a belief system and an economic approach. Privatization is just one strategy of this larger movement and globalization is the background for this entire story (p17).
  • Some have argued that privatization (and consequently the end of public education), driven by neoliberal education policies is the objective of [the] landmark legislation [No Child Left Behind] (p17).

Don’t be led to believe NCLB is gone.

The newest version of No Child Left Behind (NCLB), the Every Student Succeeds Act (ESSA), continues to harbor the neoliberal education reform agenda.

What’s wrong with the neoliberal philosophy guiding our public education system?

Children. It’s creating problems for children, which in turn creates problems for families. And in dysfunctional families, the problems are magnified.

We know children need a supportive social structure.

Proponents and critics alike of privatization have identified social cohesion as a possible victim of market driven education.

One cannot expect a competitive approach to promote social cohesion (p51).

That concept is what people like New York Times writer David Brooks haven’t figured out. As explained in The Common Good & Education, he understands that children need a strong social fabric. But he doesn’t see how neoliberal / neoconservative education reform laws damage the social fabric he claims is essential.

Here’s how. Different —more or less— and “higher” standards led to the perceived need for more standardized assessments. More standardized assessments fed the theory of competition. Test scores stirred the public to call for accountability.

When no accountability was forthcoming, “choice” was offered. Choice nourished the market. And the technology to run this whole ruse brought the neoliberal agenda full circle.

Money is being made at every step of the way. Reform? Not so much.

The neoliberal philosophy has us believing that there is nothing wrong with private industry taking over work traditionally done by public institutions…You know the sell… cutting through the bureaucracy, ending the government monopoly on education, and all that jazz… But, answer this…

What is the problem with NISL — Marc Tucker’s for-profit, non-collegiate, privately controlled organization — training/educating/indoctrinating (your choice) OUR public education leadership?

  • NISL is not understood by its participants and has not been sufficiently examined by the public (p136).
  • Schools are not neutral conveyors of knowledge but are instruments of ideology (p28).
  • Since public education is an instrument of ideology, then leaders trained by NISL will predictably influence their respective schools or districts (p29).
  • NISL will inevitably apply increased sway on public education as more school leaders are trained (p22).
  • Pragmatically, NISL seems to always have one eye on state and federal policies. When it was created, there was a clear alignment in NISL with the spirit of NCLB (pg94).
  • The NISL leadership in Washington envisioned the future of the program to include many new initiatives that would “drive NISL deep” (RH). These included cohort coaching and mentoring, new leadership curriculum in early child learning, special education, ELL and disability, as well as pipelining (p99).

And please keep in mind, neoliberal thinking takes the social justice ideal and uses the platform to justify the market-based theory. It draws in liberal thinkers and civil rights groups trying to do what is right for society — unknowingly putting children at the mercy of the almighty dollar.

And never mind how you and I define social justice. Neoliberal leadership proceeds to act by whatever means they desire —pocketing public dollars in the process—and always producing more human capital to do their work.

As Dr. Perella explained NISL’s program, the leadership “education” combines military and business training practices. Pipelining is how the military routinely picks and develops their leadership. And Marc Tucker’s NISL (with his parent organization National Center on Education and the Economy – NCEE) isn’t  the only show in town.

“The Broad Academy is a subsidiary of the same Broad Foundation that has [financially] supported NISL. Broad has two distinct flagship initiatives, a residency program for placing “participants into full-time high-level managerial positions in school districts, CMOs (Charter Management Organizations), and federal/state departments of education” (http://broadresidency.org/about/overview.html)

… at the risk of interrupting your reading, let me stop you right here…. Did that last point wake you up? Placement in federal and state “departments of education.” Targeted, strategic placement in our governing structure…just checking that this bombshell hit you…. Okay, so, there is the Broad residency program…

and their Superintendent Academy. The primary goal of the Academy is to train and place non-educator executives into superintendent positions.

In 2009, 43 percent of all large urban superintendent openings were filled by Broad Academy graduates (p58).

So between just these two neoliberal buddies, they have covered the training of urban district superintendents, U.S. Department of Education employees, many State Department of Education hires, and principal training in at least 15 states — all indoctrinated (my choice of words) into the neoliberal doctrine.

I’ll ask again, what is the problem?

Well, I agree with Dr. Perella…

Tucker truly is the man behind the curtain. [And] NISL is but one component of Tucker’s influence on public education reform (p138).

…there is very little ‘public’ in NISL’s design for the training of public school leaders (p137).

And we must always remember,

Central to the neoliberal doctrine is a simple, yet powerful objective: profit (p40).

So with much appreciation for Dr. Perella’s diligent work in answering some very important questions, let me end with some words from the man behind the curtain…from page 50 of Tucker’s publication Governing American Education: Why This Dry Subject Might Hold the Key to Advances in American Education”screen-shot-2016-10-26-at-8-53-41-am

Stoppable? Well, we do have a choice. But the question is, do people want to hear it?

And will people consider answering a few questions, like these:

Who should be holding the key to our future?

Are we going to let our public education system go the way of neoliberalism?

If we do nothing, we know how this story goes. History tells us.

Our move.polyp_cartoon_rich_poor_neoliberal

 

 

 

 

 

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Note: The pdf provided here for Dr. Perrella’s dissertation concerning NISL is my personal copy. I provided my highlighted and underlined copy not to influence readers with what I found important or interesting but as a courtesy to those who might need to skim, rather than read, the 172 pages.

A clean copy can be found here.

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.

screen-shot-2016-10-14-at-12-09-43-am

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).

screen-shot-2016-10-15-at-4-05-42-pm

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 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

The Education Reform Oligarchy: How They Used Us

The education reform oligarchy set an agenda, carefully selected their mode of operations, and agreed upon the bait. They developed a vision, knew what they needed to do, how to do it, and they had the monetary and political support to move a nation to do their bidding. They used us to advance their plan.

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NOTE: Published in 1983.

With wisely selected words, they tapped into our frustration with bureaucracies and BIG government while marketing their wares, following their map, and sticking to their strategies — repeatedly and relentlessly.

They used mass messaging, mass media, and massively powerful organizations to launch and continue to float THEIR mass movement. Screen Shot 2015-10-07 at 11.41.31 AMTo succeed with their plan, the oligarchy needed to undermine what was a strong public institution.

There was never any dispute that schools need to constantly be improving themselves and that unequal access to quality education exists because of socioeconomic factors.

And the oligarchy always claimed their plan was about systemic improvements.

At this point, I challenge the notion that their agenda was ever about educational improvement.

Published May, 1986

Published May, 1986

Did they really care about this country’s future?

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American Federation of Teachers, National School Board Association, and the National Education Association went along with the recommendations while ignoring the fact that the plan was market-based from its inception.

Business people look at markets. The oligarchy faced a fact, parents liked their schools. So, they expanded their market shares by creating an illusion of need. Their public persuasion took several forms.

This 1986 public poll shows that very few parents think their schools are failing.

This 1986 public poll shows that very few parents thought their schools were failing. (For the record, I’m one of the few.)

THEY TARGETED A POPULATION:

The marketing plan needed to target a politically active portion of the population who mostly lacked any real contact with —or direct knowledge of— the reality of our schools.

May 27, 1986

Voters understand that to get better jobs, you have to have better schools,” said [then] Gov. Lamar Alexander of Tennessee.

August 26, 1986

“…parents are a declining percentage of the voting population in this country. It will not be sufficient to have just the parents in favor of better schools. We have got to have the retired population understanding that their future Social Security payments depend upon the earnings of kids who are now going into school.” —Mr. Lewis Branscomb , IBM scientist at the National Governors Association (NGA) meeting.

Was this about better schools or the education market?

“…the knowledge-based economy… ‘What 
is industry in a knowledge-based economy?’ The answer is the education industry.” —Mr. Lewis Branscomb, IBM, NGA meeting.

“Can we do education as an investment, a moneymaking profitable investment?” —Mr. Bradford Butler, Procter & Gamble, NGA meeting.

They had a financial target — to grow the education industry. (Now globally a $4.4 Trillion industry.)

They knew what was needed

“I think the key to engaging a long-term interest and commitment of companies is the adoption of a reform strategy…” Mr. Lewis Branscomb, 1986 NGA meeting.

THEY TAPPED INTO OUR VALUES and CORE BELIEFS.

We wanted assurances that our schools would improve; they sold us test-based accountability. We value freedom of choice and know how important parents are to a child’s education; they peddled school choice as parental involvement.

We have repeatedly asked for better-prepared teachers with a decent salary to match; they put forth merit pay and career ladders based on an unproven, and now statistically dis-proven, theory of reforms. The basis, “standards.” The weapon, “testing.” The attraction, “accountability.”

The standards, testing, accountability movement was rolling forward.

THEY — USED OUR GOVERNMENT RESOURCES.

Regional educational laboratories that were established in 1965 to do research and development were used to push the outcome-based strategy.

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New Standards Project was Marc Tucker’s project. He is the director of NCEE (National Center on Education and the Economy).

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Source: It began as one of our regional educational laboratories. Now McREL International.

THEY — USED OUR SYSTEM OF GOVERNING.

From 1991 to 1993, Lamar Alexander was secretary of education with Assistant Secretary of Education Diane Ravitch serving as his counsel and being responsible for the Office of Educational Research and Improvement.

What is most notable about this time-frame, other than the advancement of standardization, is what did not happen.

  • The Sandia Report was not discussed — it clarified many reform issues.
  • The warnings of the Education Counts panel were ignored —so we moved on with test-based accountability instead of a system that measures what matters.

THEY — USED OUR LAWS to continue putting the outcome-based theory into practice throughout the states, as planned…

“…the Governors were the key to the necessary revolution in school policy.” Marc Tucker, 1986 NGA meeting.

And just like they created a false market for “financial products,” they did the same with the education market.…”To Market, To Market: The School Business Sells Kids Short

“Mary Tanner, managing director at Lehman Brothers, which sponsored the first educational investment conference last year, compares it to health care – ‘a local industry that over time will become a global business.’”

Then as tragedy hit us on  9/11/2001, the federalization of their movement moved forward without much national discussion. With billions on the line, No Child Left Behind (NCLB) sealed the deal with the wording “accountability, flexibility, and choice.” And once again, our government structure was used to support their goals. Instead of research centers, NCLB put in place technical assistance Comprehensive Centers. Now those centers are being used for a new product. But standards and tests are only one product. They want it all!

We believe in having the freedom to choose but with schools, most didn't NEED to do so.

We believe in having the freedom to choose but with schools, most didn’t NEED to do so.

But with only 1 in 4 parents willing to choose a school other than their neighborhood one, the education market needed to expand further. The oligarchy went big on this one.

With the Eli Broad Foundation and Michigan Governor John Engler starting the ball rolling in 2002, the BROAD CENTER leadership development program was launched and their graduates landed (or were strategically placed) in our largest urban school districts to lead school turnarounds. Mostly, we saw disruption through school closures.

The biggest market shares were in the fifty largest cities where the "dropout factories" were ripe for plucking.

The biggest market shares were in the fifty largest cities where the “dropout factories” were ripe for school closures.

Marc Tucker’s National Institute for School Leadership (NISL) wasn’t far behind. He took a different approach to school closures but he continues, to this day, to use our money for his projects. Why isn’t that money going into public institutions?Screen Shot 2015-10-06 at 10.16.34 PM

The oligarchy went on to use what they know will work… “disruptive innovation.”

“a process by which a product or service takes root initially in simple applications at the bottom of a market and then relentlessly moves up market , eventually displacing established competitors.”

Traditional public schools are seen as their competitors.

And they “never let a serious crisis go to waste.” Hurricane Katrina – school closures and re-opening as privately run charters. The Great Recession – an opportunity to accelerate the whole money-making plan using our Recovery Act dollars.

Over and over, they dangled autonomy, better teacher pay, and better schools in front of us. THEY — USED OUR INCESSANT WILLINGNESS TO SUPPORT SCHOOLS.CDjZ3EQUEAA0IZI

But, finally, the resistance to pseudo-reforms has been growing. It is a fight against the GERM – Global Education Reform Movement.

The oligarchy’s sustained campaign —outcome-based, neoliberal, greed-driven, pretense of reforms — isn’t unique to the U.S. because this is a global market. So what we see here in the U.S. is what is being seen the world over. We win a battle here and there but…

“…the same ‘reforms’ are again back after one year, albeit in a new package this time. What does this tells us? This tells us that even though the [resistance] movement was strong enough to highlight one specific and temporary aspect of the ‘reform’ agenda; it was not able to make popular the comprehensive critique of the whole process.”student-protests-cbcs-fyup

We need to see their whole process.

As resistance to “disruptive innovations” rise, THEY will use “intervention design thinking principles” to manage the challenges involved in getting us “to engage with and adopt innovative new ideas and experiences.” But remember “innovative” or “new” doesn’t mean better schools for our kids. It more likely means a repackaged education product.

When will this nightmare end? It will only end when enough of us see that the oligarchy has used us, and, only we —collectively—have the power to stop it.

The Education Reform Oligarchy & Stiff Accountability

Who convinced a nation that we should put “stiff accountability” in place without first ensuring that all schools and children had the necessary resources to achieve the excellence in education we demand of them? It was “them,” the rulers; not we, the People.

The education reform oligarchy marketed “accountability,” tied their sales pitch to freedom of choice, used statistics to the point of outright trickery, and suppressed the truth.

They set a game plan and methodically stuck to it.

They shifted our focus from what was set by the 1965 Elementary and Secondary Education Act (ESEA) — better educating teachers and counselors, providing sufficient instructional materials, ensuring students are supported, and engaging parents and the community —to— stiff accountability for student outcomes as judged by standardized test scores. And they took aim at teachers…from the start.

Hired to do public opinion polling by the Carnegie Forum on Education and the Economy under the direction of Marc Tucker, Mr. Lou Harris explained his findings at the 1986 National Governor’s Association (NGA) meeting.

“…people are convinced the heart of the matter lies in what is done about teachers.…

Of course, this means, in turn, new ground rules for teachers…such as, paying teachers by a new bottom line, …and finally, finally, at last, paying teachers competitive salaries on a level, for example, with accountants.

But then with these upside inducements must also go stiff, stiff accountability, such as annual reporting of school-wide student performance,… and this is the key one — allowing parents the chance to choose which public school to send their kids to as a device to reward schools that are successful.

…this means a new compact in education, a trade-off, if you will, between higher
 salaries and more autonomy for teachers on the one hand, in exchange for higher standards and accountability for teachers measured, in what: in terms of student performance. This is basic.”

There’s your basis for No Child Left Behind — in 1986. Mind you, it’s a theory… the outcome-based theory! Did it work? Did we get the results we sought?

Their focus was not on the unequal inputs that are inherent in a public school system the size and magnitude of our U.S. system. Their focus was not on our high level of poverty and the pockets of community decay that has been allowed to grow and fester. Instead, this group of politicians and think-tankers focused on “stiff, stiff accountability” in exchange for more pay.

They did it! We got a federal accountability system based on student performance but without elevating the teaching profession as a whole. Duped? You bet we were. Where is the accountability for that? Who is answerable for ignoring the needs of teachers and the desire of parents?hal-johnson-quote-we-feel-a-little-bit-like-weve-been-duped

You teachers…listen up…. jump those hoops, not because you are a professional doing your job but for the monetary reward. Worship the almighty dollar just like the oligarchy. It’s how they see things in their world…. these people who own and rule the world. This all made sense to them, well, not all of them.

Not everyone attending the 1986 NGA meeting agreed with the theory of outcome-based accountability.

Mrs. Mary Futrell, then head of the National Education Association, spoke out in favor of a different approach…

“We believe the primary responsibility of an accountability system or an evaluation system, it should be for professional growth. To help the teachers do a better job. We have a real concern that as we look at school-based or school performance or student performance, that we will try to tie teachers’ pay to that, even though there is no research to support it.”

Research? The agenda of the oligarchy was never backed by good research and still isn’t…29 more years later! Research and the dissenting voices have been ignored repeatedly. In this game, both are left on the sidelines.

The outcome-based political agenda moved steadily forward while the focus on inputs and real improvements took a back seat.

By the 1989 NGA annual meeting, President George H. W. Bush (41st president, 1989-93) had entered the picture and had been invited to speak.

“To have reform, excellence in achievement must be recognized and rewarded.

To have reform, federal dollars should be targeted to those most in need.

To have reform, we need flexibility and choice, choice for parents, choice for schools in their selection of teachers and principals.

And finally, the essence of reform is accountability in education and reward for those schools that show progress.”

The essence of reform is accountability — not improving schools to the point where all our schools are of high quality?

At that same gathering, then Governor Bill Clinton expressed,

“I support, as I think you know, your education position. I’m for accountability, choice, alternative certification.”

And by 1991, we had Lamar Alexander, a very strong player on the reform team, positioned at the D.C. front-line as the secretary of education.

“Alexander has also put together a new education agenda that includes a controversial proposal for instituting national achievement tests and more emphasis on adult learning and training for the work force. ”

New agenda? More adult training, just like better pay for teachers?

“His Better Schools program for the state [TN] included a new merit pay system for teachers, tougher standards for students and more emphasis on science, computers and mathematics.”

Then in 1996, the first Education Summit gathered together the governors with business and education leaders.

“Their mission: To start a national effort to establish high academic standards, assessment and accountability and improve the use of school technology as a tool to reach high standards.”

The gift that keeps on giving or taking?

The gift that keeps on giving or taking?

Education and the economy were wed in an unholy matrimony that put the quality of education for public school children at risk while putting a bundle of public dollars in a relatively small group of private pockets. This marriage also produced Achieve as “an external, independent, non-governmental” organization for moving the main agenda forward.

“All students should graduate from high school ready for college, careers, and citizenship.”

As we now know, the focus on citizenship didn’t happen. (For the research, scroll down to “In life” section of this blog.) Just like with teacher pay and more focus on adult training, we were duped again. They dangled carrots and we bit.

Throughout all these years, it was reported that the public supported “accountability.” There’s nothing wrong with that. But, did the public realize that it was always an accountability package that put the American education system up for sale?

The oligarchy’s plan always feed the education-industrial complex. William (Bill) Bennett, who went from being President Reagan’s second secretary of education to being a co-founder of K-12, Inc. in 1999, typifies how being politically powerful leads to profits and doesn’t require producing the promised results.

“As K12 Inc. notes in its annual report, ‘most of (its) revenues depend on per pupil funding amounts and payment formulas” from government contracts for virtual public charter schools and “blended schools'(combining online with traditional instruction) among other products. In 2014, K12 Inc. took in $919.6 million from its business.”

And all of the political maneuvering and manipulation of the public over these past decades opened the door further for the oligarchy to use ESEA (No Child Left Behind) as a way to forever (or maybe not) change the focus of the law from supports for children of low-income families and improvement of educational quality for all children —to—“accountability, flexibility, and choice.”

Enter Mr. Obama: He never promised anything that strayed too far from the NCLB goals. And the politics of neoliberalism (scroll to definition in this blog) has doomed him to repeat and amplify the mistakes of the past. The toxicity of D.C. politics is killing public education.

From Democrats for Education Reform - They say they are an "organization that cultivates and supports leaders ...who champion America’s public schoolchildren." Others beg to differ.

From Democrats for Education Reform – They say they are an “organization that cultivates and supports leaders …who champion America’s public schoolchildren.” Others beg to differ.

Education reform is their game and their message has been successfully framed. Data and disaggregation of it isn’t the problem. Who controls the data is.

Parents, you aren’t really players; you are targets of their messaging. And you are pawns. You need to get off the sidelines and into the action — and play responsibly. To do so, you need the truth.

What is missing is the truth.

In roughly 30 years, we have not been able to break away from Mr. Marc Tucker’s vision and plan for America’s education/workforce development system. This is the same man who now proposes that we can “fix” the accountability system by eliminating the power of local boards and putting us all under the thumb of State control (yes, with a capital “S”).

The country bought into the outcome-based theory of education reform. We experimented. Now, can’t we see the results?

Civil rights groups that support test-based federal accountability must face the facts.

Civil rights groups that support test-based federal accountability must face the facts.

“…a return to levels of integration last seen during the Johnson administration.”

Separate schools are inherently unequal which is why federal education law must focus on providing quality inputs while only monitoring outcomes for continuous improvement purposes.

The gains we made in narrowing the achievement gap, after the implementation of the 1965 ESEA, have slowed considerably since 2004. Screen Shot 2015-06-01 at 11.15.33 AM

 

If we wanted equal educational opportunity, we are faltering.

 

 

If we wanted an accountability system that closes down neighborhood schools, fires teachers, and lowers the standards for entry to the teaching profession through alternative certification and emergency measures to fill needed teaching positions, we are there.

If we finally want to do the right thing for every child in our public schools right now, we have to kill No Child Left Behind, ditch the theory it was based on, and go back to a system that did produce results.

NCLB will be replaced, but, will the new law really be based on what we learned from this 30 year still-living experiment in outcome-based reform? Since Senator Lamar Alexander had a hand in developing the game plan from the beginning, he should be able to provide answers. Isn’t that what stiff accountability demands? Answers.

The Education Reform Oligarchy: Who Decided?

Who decided it was best to have an education reform oligarchy set the strategy for school improvements? This oligarchy is made up of politicians, business-heads, and philanthropic venture capitalists that are transforming our public education system. Did we decide we wanted these people to change our schools for us?

609106-668-1When did Americans decide that governing by the few was acceptable?

Who’s in this elite group?

The complete list of those who set the agenda for education reform remains a bit of a mystery but enough of the oligarchy have surfaced over the years to make for an accurate, yet incomplete, picture.

One thing is certain, the “iron law of oligarchy” rings true in the case of the National Governors Association (NGA). The law…

“…states that when organizations attain a certain level of complexity they inevitably give way to an oligarchy of elite control — elite domination. This phenomenon is due to the rise of politically sophisticated social elites within the organization as well as the organization’s need to maintain consistent command and control administrative governance in order to attain its goals.”

The approximate time when our modern-day education reform oligarchy was formally established is somewhere between 1982 and 1986. But it doesn’t really matter. The fact is, it is real and “They” (whoever they are) are still in control. NGA was, and remains, one reform tool central to their work. As then Secretary of Education William (Bill) Bennett told the governors at the NGA meeting in 1986 at Hilton Head, South Carolina,

“…you are in charge of schools in your states, and when you decide to act you can act.”

And the association, with counsel, took actions to transform the public education system based on a vision provided by those that see nothing wrong with a small ruling class dictating the change they have decided will work for us.

Here is some insight into their reasoning:

From Mr. Lewis Branscomb (in 1986) as the chief scientist for IBM who headed the task force on teaching for the Carnegie Foundation;

“We hear a lot about a knowledge-based economy. I think it’s important to appreciate that moving into a knowledge-based economy, if that’s what it takes to be competitive, that we can’t expect the smokestack industries to create the new employment.

Then we have to ask, “What 
is industry in a knowledge-based economy?” The answer is the education industry. The next question you ask is, “Well, how competitive is the education industry?” A question Governor Lamm asked in a very interesting paper I read. You have to say our education industry — to be sure a public sector industry, nonetheless an industry –is not competitive today. So, if our economy is going to be competitive, the education industry has got to be competitive.

I think the key to engaging a long-term interest and commitment of companies is the adoption of a reform strategy, like that proposed by the Carnegie task force and the Governors’ task force…

…parents are a declining percentage of the voting population in this country. It will not be sufficient to have just the parents in favor of better schools. We have got to have the retired population understanding that their future Social Security payments depend upon the earnings of kids who are now going into school.”

PDK/Gallup

PDK/Gallup

 

Targeting public opinion? We find a consistent difference of opinion between how parents see their own school —based on their experiences and knowledge of their school— and how they view the public schools in the nation. Is this a difference between what they see and hear for themselves and what the marketing for the reform strategy has produced?

 

 

 

From Marc Tucker (in 1986) as executive director of the Carnegie Forum on Education and the Economy;

“When the Carnegie Forum Task Force began its work, we knew that the Governors were the key to the necessary revolution in school policy.

The results are clear. The Governors and the members of the Carnegie Task Force are of one mind on the issues and on strategy. The Carnegie Forum stands ready to join with each of you and with the National Governors’ Association in implementation of our common agenda.

We now know that the Governors of this country are solidly committed to a new political compact in education and to a set of powerful strategies for completing that compact.”

oligarchy

 

Like-minded leaders targeting the public? The focus of the 1986 meeting was on what was being dubbed “the 1991 Education Report” which outlined their five-year plan.

 

From Lou Harris (in 1986), of Lou Harris and Associates polling organization hired by the Carnegie Foundation to assess the popularity of the Carnegie Forum report A Nation Prepared, these observations of his polling results;

“In this study we just concluded for the Carnegie Forum on Education and the Economy…the clear mandate is for nothing less than complete and comprehensive overhaul of the entire public education system….

What you do today will be national policy tomorrow, and a generation from now, it’s my view, that a grateful nation will give you its thanks for what you have done here this week.”

And the predictions from the chair of the NGA (in 1986), then Governor Lamar Alexander (who now leads the charge as chair of the Senate HELP – Health, Education, Labor, Pension- committee)…

“If you look over the horizon and see a big cloud of dust, it’s not likely to be the Russians or the buffaloes coming; it’s likely to be the Governors coming to save the schools, and coming in virtually every state.”

In a 1986 New York Times article, the author observed

“…what this political process has not been able to address thus far is how to move from the ‘input’ to the ‘output,’ or how the increased resources will be translated into students who can meet the higher standards.”

A couple of things are noteworthy about that statement; this was a political process, it was meant to move us from a focus on inputs to one of outputs (outcome-based education reform), and there was talk of increased resources. Talk.

Today we know that education budgets were cut dramatically during our Great Recession, funding remains inequitable and downright inadequate in many places, costs for testing with ever-changing new “higher” standards and all the new curriculum materials that go with them has driven up education costs dramatically while teachers still struggle with supplying the classroom materials they need. Outputs in the face of the wrong inputs? Silliness, or, the strategy?

By 1990, the teachers’ unions also had set a new agenda

“… to not only protect the job-related interests of their members but also ensure the success of the education industry.”

Doing the bidding of the oligarchy? Following the guiding principle to support the education reform market?100510giroux2

If success of the education industry is how education is tied to the economy then the strategy our rulers put forth makes sense. Private profits went up. Public dissatisfaction with school reforms went up and new education industry products appeared — giving us a choice, providing competition. Who decided this was the choice we needed?

The Reading Wars. The Math Wars. Someone always profits from wars.

Milwaukee-Public-Schools-Not-For-Sale1The education reform wars still continue to be a political process wrought with blunders because the American education reform oligarchy —the few that rule—don’t listen to the many that have a good solid base of experience and knowledge. We are many.

But back to the governors and their association, today, do they or we know what the actually recommendations were? Do we know if, in the 80’s, the governors were listening to the testimony of those outside their relatively small circle of influence? Time for results?

Do the ruling elite understand what was in the original plans? Many were present then and still ruling now. They should know. But is their focus on serving the common good by providing quality education to all children, or, supporting the economy by supporting the education industry? These things have not proven to be one-in-the-same.

I don’t think the public knows what was in the original plans. If we did, I’m pretty sure we wouldn’t be doing what we are doing to the institution of public education. We aren’t reforming; we are allowing systemic destruction to advance while the industry profits.

The education reform agenda, that has dominated the U.S. for three decades, was set for us by the education oligarchy.

We should decide if we wish to continue with their plan and strategies.

Decide: Should education reform continue as a political process or a school improvement process? Must we take control of both to set things right?power-to-the-people

Need to Know

In What You Need to Know about the Every Child Achieves Act by the American Federation of Teachers (AFT), AFT says “the Bill Is Better than the Current Law, Race to the Top, and Waivers.”………..UPDATE Dec. 5 – the name has been changed to the Every Student Succeeds Act (ESSA still S.1177) and on Dec. 10, it was signed into law. This information is still what people need to know and consider….

“Better” is the standard that leadership has set for this nation?

Build on "better" or just more of the same?

Build on “better” or just more of the same?

I ask you to consider; is it the best we can do for the American public education system and the children in that system? Do we have no higher expectation of congress, after the eight year wait, than to make the law “better” than No Child Left Behind (NCLB)? What about the right thing to do?

The Bill in question is The Every Child Achieves Act (S.1177, previously written as The Every Child College or Career Ready Act slanted for debate on July 7th). IT has many moving parts as does its House counterpart (both obviously written by the education industry representing themselves).

AFT says,It restores the original intent of the groundbreaking 1965 ESEA law.”

DOES IT? (Update now that it is law: it did not.)

AFT says, “the intent was to address poverty and educational inequality. This bill ensures that resources continue to be directed to where they are most needed.”

DOES IT?

This continues the standards-based theory that led to a narrow curriculum...which is devastating TO poor kids.

This continues the standards-based theory that led to a narrow curriculum…which is devastating TO poor kids.

 

 

 

The bill mentions a needs assessment but associates the needs assessment with achievement scores and standards…

….and does not require review by the U.S. Department of Education to assess whether or not the money granted does go towards meeting children’s real needs.

Keep in mind, WE must submit our plan for standards and testing but NOT our needs assessment....please question this logic.

Keep in mind, WE must submit our plan for standards and testing but NOT our needs assessment….please, question this logic.

The original intent in 1965 was to strengthen and improve educational quality and educational opportunity.

The Every Child Achieves Act (S.1177) focuses on standards-based achievement, assessments of achievement, and charter expansion. The focus has not changed from what we had with No Child Left Behind. Have these things strengthened and improved educational quality and opportunity for all children?

AFT says, The Every Child Achieves Act “takes a crucial first step toward smarter assessments and accountability.”

Smarter assessments? In document after document — like Marc Tucker’s “Tough Choices or Tough Times” and the Smart Options (how to spend our Recovery Act dollars) —standards and testing were always seen as a first step where the truly crucial first step is addressing children’s learning needs and opportunity-to-learn resources.

In addition, keeping federal emphasis on testing perpetuates the fallacy that achievement test scores are valuable while the reality is they are an extremely poor and UNETHICAL way to judge the quality of education. We need to do away with that deceptive idea. And the next crucial step would be to define opportunity to learn indicators (which we have but don’t use).

AFT says the Every Child Achieves Act “maintains the current law’s annual testing requirements, but allows assessments to be delivered in the form of portfolios, projects or extended performance tests.

There is actually a BIG “IF” in the law… if states can demonstrate the alternative assessments are valid and reliable AS compared to the standards-based achievement tests. This means not only continuing with the achievement tests but also having the State resources and capability to validate what you are using, or farm it out to the testing industry.

Consider this, students’ grades and the quality of their courses continue to be more reliable than standardized test scores when it comes to trying to predict success in higher education.

AFT says the Every Child Achieves Act “allows accountability systems to include multiple non-test measures.”

“ALLOWS”??? (And the word was used in multiple places)??? If that doesn’t tell you that we have gone from an equal opportunity law to a federally controlled accountability law, I don’t know what does.

BUT, who was held accountable for the devastating effects of No Child Left Behind?

AFT says The Every Child Achieves Act “gives states authority to determine interventions for struggling schools.” 
…..

Sigh…What if you live in a state that lacks the capacity to improve schools? What if schools were identified for 8 and 9 years under NCLB as “In Needs of Improvement”? Then when the NCLB waivers changed terminology to “Focus” and “Priority” schools, what if those same schools went on the lists and your state still never did anything proven effective to help them improve? This true-to-life scenario is why the law existed to begin with. Why think this is a good thing for all states? Are all states offering equal access to quality education? And why do we continue to ignore what works when we could support it through law?

The Every Child Achieves Act is NOT an equal opportunity or educational improvement law reflective of the original intent of ESEA.

AFT says The Every Child Achieves Act “takes the federal government out of teacher evaluations.”

The Every Child Achieves Act requires teachers be labeled and that information goes on the State report card.

The federal government is by no means out of the teacher evaluation business.

The federal government is by no means out of the teacher evaluation business.

AFT says, “The federal government will not be the human resources department for every school district nationwide.”

Did they read the law? The Every Child Achieves Act will incentivize human resource development through the training of leadership to evaluate teachers calling it the Teacher and School Leader Incentive Program. They are looking at “human capital.” And it will be controlled through “State plans”.Screen Shot 2015-06-28 at 8.31.02 PM….Look at all the components…..

 

 

 

 

 

 

 

 

 

 

 

 

 

 

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Those in the education reform wars can probably name off a slew of "national non-profits" who stand to gain on this one.

Those in the education reform wars can probably name off a slew of “national non-profits” who stand to gain on this one.

Remember, carefully selected things must meet federal approval.

Remember, carefully selected things must meet federal approval.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

AFT says, The Every Child Achieves Act “expands collective bargaining protections to include both school improvement initiatives and teacher quality provisions.” WHERE???????

Do you call this expanded protection?

Do you call this expanded protection?

 

 

And what AFT doesn’t talk about that is in the bill are huge expansions for charter schools and other modes of privatization including the specifics of pre-schools……WOW!!!! Do we have a budding industry there!

What’s missing from the bill? Plenty! Gone is the whole sense of community-led improvement that was embodied in the original Elementary and Secondary Education Act….How can anyone say we have nothing better to offer in replacing No Child Left Behind? Where’s the suggestion box?

Or are those in power afraid of competing ideas?

Tell Congress NO on this one. Better than NCLB isn’t good enough for American education.

Leadership & ESEA Reauthorization

For the quickest path to educational improvement — or to dismantling of the public education system — look no further than leadership.

If we want to improve schools, we need skilled leadership educated and experienced in school improvement processes. The question is, do the American people want those leaders trained by outside sources or developed within our own public education system? If we choose to go private, do we know what the leaders will be trained to do and how?

Joanne Barkin covered the private philanthropic efforts in leadership training quite well in “Got Dough: How Billionaires Rule Our Schools.”

Barkin explains “their vision” is “market-based.” Market-based education reform means seeing education as a commodity so reforms are based on demand, supply, and pricing. The vision was sold to us based on the assumption that higher test scores mean better education. The theory relies on parental and public demand for better “outcomes” as driven by high-stakes standardized testing.

The demand for higher scores has pushed the perceived need for charters, vouchers, higher standards, better tests, and longitudinal data systems to track every student and teacher. And when these pseudo-reforms fail to improve our lowest-performing schools, closure of schools and redistribution of students into the marketplace is now a reform. And leaders have been privately trained in these pseudo-reform methods. There is a school closure manual to follow!

The biggest private providers of leadership training?

“They” include Marc Tucker and his National Institute for School Leadership (NISL) and Eli Broad (pronunciation rhymes with road) with his Broad Center programs. But as Barkin put it, “both the Broad Academy and Residency are not mere programs: they are ‘pipelines’.”

Ken Libby and Stan Karp explain, “The [Broad] Academy’s revised program of study will aim to prepare leaders for positions beyond the superintendency of districts to include leaders of charter management organizations and state education departments.”

Libby and Karp quote from a memo they obtained boasting,

“We have filled more superintendent positions than any other national training program, and remain the only organization recruiting management talent from outside of education.”

Working from “inside” of education is Marc Tucker’s for-profit NISL. Tucker is a former Carnegie Corporation employee and current president of the D.C. think-tank the “National” Center on Education and the Economy (NCEE).

As scholar John M. Perella documented in “A Critical Study of the National Institute for School Leadership in the Commonwealth of Massachusetts,

NISL launched with “$11 million in research and development grants from the Carnegie Corporation of New York, The Broad Foundation, the New Schools Venture Fund, the Stupski Foundation and NCEE”  (p 4).

“From 2001-2004, The Broad Foundation “kicked in 3.5 million’”and NISL began to put together teams of ‘the best and brightest’ for the purposes of creating a curriculum for NISL (p107).

Dr. Perella described his NISL training as an impressive combination of applying “militaryJohn-W.-Gardner-Quotes-2 and business strategies to educational issues.” But he questioned the foundational philosophy of the institution and looked for answers. His findings revealed “strong elements of both privatization efforts and neoliberalism within the NISL program.”

“From a critical perspective, the most alarming issue with NISL is in regards to the voice of the program. With voice comes power. Whose voice does NISL accentuate? Whose view of how public education should operate is expressed through NISL? Specifically, it is important to ask whose voice is not being heard.” (p137)

This particular “pipeline” has been working towards producing “leaders” for the market-based systemic privatization of public education since 1999. This for-profit has been granted your federal dollars.

The newest twist is having the House adopt “Pay for Success” as part of their grand scheme for ESEA reauthorization (Elementary and Secondary Education Act/ No Child Left Behind). This section of H.R. 5 is written to put taxpayer dollars into private teacher and leadership development programs. With the creator of the outcome-based theory leading the pack in leadership development, Tucker’s NISL has their documented success already on their website. But is this how WE want to judge “success” in education  – based on arbitrarily set “cut scores”?

Shouldn’t our leaders vision for schools represent OUR vision?

People NEED TO KNOW that much of what they see happening in public education – now – is a result of leaders that have been churned out through the Broad Superintendents Academy, the Broad Residency, and NISL. We have no way of knowing how many graduates of this neoliberal, privatization philosophy we have working within our public institutions up to and including our own U.S. Department of Education.

The alternative?

Here is its foundational philosophy:

A “principal’s leadership and attention to the quality of instruction” along with “teacher behaviors that convey the expectation that all students are expected to obtain at least minimal mastery” are two correlates of Effective Schools. “Effective Schools” are high achieving schools with a high percentage of their students from low-income families and a high percentage being children of a color other than white. Leadership matters in matters of instruction.

Another correlate is “a pervasive and broadly understood instructional focus”; this requires a leader that can communicate.

And effective schools do use “measures of pupil achievement as the basis for program evaluation,” which was the annual requirement in the original Elementary and Secondary Education Act (ESEA) of 1965.

We don’t have to reinvent any wheels.

The “National Education Leadership Academy Act” is written for us.

Written by Gary Ratner, Director of Citizens for Effective Schools

Written by Gary Ratner, Director of Citizens for Effective Schools

Many citizens and education policy leaders, particularly civil rights leaders, continue to hold on to the failed test-based practices of No Child Left Behind. But what they don’t seem to realize is that if we are to improve the learning opportunities for those students being left behind, we have to have capable, responsive, responsible school leadership in all our schools.

This draft is a detailed plan to develop school leadership aimed at strengthening and improving the public education system while addressing one root of the existing problem of unequal access to quality education – state and local leadership “capacity.” Developing leadership capacity is a responsibility that must be met.

We identified the states that have demonstrated over the last 13 years that they can’t adequately and consistently improve the schools most in need of help. I know; I live in one.

We have identified the same districts and schools over and over since my kids started school here in Idaho in 1992. It never mattered which standards, which tests, which label, or which accountability system we used, the same schools keep coming back on the list – if they ever leave it (which was usually when we changed accounting or moved kids around). Some states lack the capacity to improve themselves.

The larger institution of public education is capable of training quality leadership. But it lacks the capacity to meet our current needs because our lawmakers have been an instrument of privatization – our public dollars creating a steady stream of capital into private pockets. What now?

The country is in a position to build leadership capacity. With ESEA reauthorization moving forward in Congress, we have the opportunity to choose an alternative to the direction we have been going for the last 30 years.

Do we have legislative and executive leadership that will do the right thing? If our leaders will be guided by the People – which way will the People direct them?

Privatize the system or remain public; America’s Choice.

Accountability for School Quality

Judge schools by the extent to which they satisfactorily meet the needs of all pupils…” Cooperative Study of Secondary School Standards (1939)

Looking at an array of “indicators” helps avoid the pitfall, as seen by the School Standards study, of using testing as “a sole method of accreditation or for similar widespread comparison” because testing tends to make “instruction point definitely to success in examinations,” cultivates “a uniformity that is deadening to instruction,” can “thwart the initiative of instructors,” and can “destroy the flexibility and individuality of an institution.”

Excessive testing takes time away from learning.

Excessive testing takes time away from learning.

Assessing our schools has a long history of research behind it. The Cooperative Study of Secondary School Standards laid out in great detail their methodology and the tools they used to evaluate the quality of schools. They concluded there are six elements within the school that should be used to judge quality of the learning experience: 1) Curriculum, 2) Pupil activities, 3) Library, 4) Guidance, 5) Instruction, and 6) Outcomes.

Accreditation in the United States http://education.stateuniversity.com/pages/1731/Accreditation-in-United-States.html

Accreditation in the United States http://education.stateuniversity.com/pages/1731/Accreditation-in-United-States.html

The school improvement process that was the focus of the original study was based on:

  • Ÿwhat the characteristics of a good school are,
  • Ÿhow you evaluate schools effectiveness in relation to its objectives,
  • Ÿhow a good school becomes better, and
  • Ÿhow to stimulate schools to continue to strive to become better.

The process is nothing new and it is being taught in some public institutions. An accreditation certification program at the University of California, Riverside (UCR) Extension System is one example. If you take a moment to glance through the list of topics covered, you’ll find it includes a multitude of ways to assess quality on everything from disaggregation of student data to analyzing community profiles.

To sustain an improvement process takes knowledgeable leadership. If we were serious about improving our public schools, we would quit handing over leadership training to private non-profits like the Broad Foundation’s Leadership Academy or Marc Tucker‘s “National” Institute for School Leadership. We would set standards for leadership training that included the best practices of school improvement processes. We would put quality control back in the public realm. We have no idea what these private philanthropic endeavors are teaching, but the country’s education system certainly is suffering under their leadership especially in the large urban school districts that they have taken over (last full paragraph is telling).

So to meet students’ needs a school improvement process must begin with a “needs assessment.” Various survey tools exist. We don’t need to reinvent any wheels to move forward.

From the Federation for Community Schools

From the Federation for Community Schools

Approximately 30 years after the Cooperative Study of Secondary School Standards, Effective Schools Research began to emerge. It gives us another framework by which we can approach school improvement. The Effective Schools Correlates are:

1) The principal’s leadership and attention to the quality of instruction;

2) A pervasive and broadly understood instructional focus;

3) An orderly, safe climate conducive to teaching and learning;

4) Teacher behaviors that convey the expectation that all students are expected to obtain at least minimal mastery; and

5) The use of measures of pupil achievement as the basis for program evaluation.

Approximately 30 more years passed and we now have Robert Marzano’s indicator framework developed around the Effective Schools Correlates with a bit more of a standards-aligned (standards-referenced) twist to the indicator system. The system is arranged in “levels” but should be worked on simultaneously.

 Level 1: A Safe and Orderly Environment That Supports Cooperation and Collaboration

Level 2: An Instructional Framework That Develops and Maintains Effective Instruction in Every Classroom

Level 3: A Guaranteed and Viable Curriculum Focused on Enhancing Student Learning

Level 4: A Standards-Referenced System of Reporting Student Progress

Level 5: A Competency-Based System That Ensures Student Mastery of Content

If you glance through the system of indicators, you’ll find that many of the “assessments” are simple low-cost surveys. But keep in mind; school evaluations need to be tailored to the schools needs. No one-size –fits-all mandate will suffice. “Stakeholder” participation in planning makes success more likely.

And as we know, schools don’t improve and then just stay that way. Students, parents, teachers, and leaders come and go; things change. Schools must see improvement as a continuous process, always striving to be better.

But, we do need oversight. So another “accountability” piece, that goes by various names (Quality Review, Inspection, Success, or Support Teams), is teams of “outside” evaluators. The long-standing recommendation is that a visit every five years is sufficient. If schools are having difficulties, more frequent visits are recommended.

These review teams could be established within state’s departments of education (once leaders are trained in sufficient numbers). State inspections could encompass such things as assessment of the curriculum assuring that it is broad and engaging, appraisal of teachers’ continuing education ensuring quality and sufficient learning opportunities are being offered, evaluation of the level of parental and family engagement opportunities and communications, and that there is satisfactory evidence that the school is conscientiously working towards improving rather than just complying with paperwork.

 Summary of Accountability Measures for Ensuring School Quality include,

  • An assessment of school needs (students, teachers, partners),
  • Establishment of indicators for improvement based on the needs assessment,
  • Continuous self-assessments of schools and classrooms,
  • Monitoring of student progress,
  • Monitoring of school progress based on the school’s indicators of quality, and
  • Evaluations by a Quality Review Team every 5 years or 1-2 years if needed.

“Common sense dictates that in order for students to achieve they must have appropriate opportunities to learn.” Wendy Schwartz – Opportunity To Learn Standards 

Opportunity to Learn (OTL) Assessments are “a range of measurable indicators that covered both classroom experience and the overall school environment.”… “The National Council on Education Standards and Testing (NCEST, 1992) asserted that OTL standards are necessary to help close the achievement gap between advantaged and disadvantaged students.”

We have ignored establishing opportunity-to-learn standards but I believe they are incorporated into a school accountability system such as what is described here.

Currently, there are multiple versions of these ideas. I have read at least eight “new” plans from eight different organizations. Terminology varies but the major ideas remain the same. What we do know with certainty is….

“…accountability should be geared towards continuous improvement.”

—Joseph Bishop, Opportunity to Learn Campaign