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.

idaho-state-charter-law-2016-11-29-at-3-41-54-pm

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

idaho-state-charter-law-2016-11-29-at-4-00-01-pm

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?

essatransportation4charters-2016-11-29-at-11-35-53-am

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!

screen-shot-2016-12-01-at-2-43-51-pm

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.

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.

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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”?

59281977

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 Public Trust is Broken

Trust-Quotes-41Congress has made so many mistakes, the public trust is broken. The trust has gotten so small, it crumbled under the weight of a corrupted lawmaking process.

Our congressional representatives have proven themselves to be untrustworthy, repeatedly, by passing laws that put the interest of corporations ahead of doing what is right for the People of this country.

We shouldn’t trust those who have proven themselves untrustworthy. quote-when-a-man-assumes-a-public-trust-he-should-consider-himself-a-public-property-thomas-jefferson-14-56-98Instead of feeling an obligation to serve the public, most of our representatives are acting in a manner that demonstrates how little respect they have for us, our opinions, and for meeting the needs of our country. The Gallup Poll trends have demonstrated a steady decline in our trust —of our government.

And unfortunately, what we have witnessed through the process of replacing No Child Left Behind has added one more seed to our growing mistrust.

The shenanigans that produced the Every Student Succeeds Act speaks badly for congress. The process was deliberately exclusive of the public.Actions

There was no transparency or public debate when No Child Left Behind (NCLB) was written into law partly because of the shock this nation experienced due to 9/11. Is it speculation that those in power, then, took advantage of the opportunity that a crisis presents?

“Since bills pushed through Congress during chaotic crises are most assuredly destructive of liberty and its sister, sovereignty, one can easily and generally tell the motive and morality of the individuals vying for its passage.”

We do know for sure that black families in particular and civil rights groups in general were definitely bamboozled into adopting the ideas behind No Child Left Behind. Some things have not changed. The basis of No Child Left Behind is unchanged by its replacement.

But this rush job done on what became the Every Student Succeeds Act, now going to the presidents’ desk to be signed, is a blatantly sleazy, backhanded way of avoiding any exposure of the truth.

Written in 2007 and first published in 2009, this statement was about my state officials. "Fast track" is nothing new.

Written in 2007 and first published in 2009, this statement was about my state officials. “Fast track” is nothing new.

The Every Student Succeeds Act — to replace the notoriously damaging No Child Left Behind with all its “unintended” consequences — avoided having too many eyes on it before it was a done deal. What was the rush to get it to the president’s desk? There was no crisis so this political trickery was transparent to those watching it unfold. They picked the holiday season, really?….Now, the states will be ready come January to pass more education laws. And we know where they do their one-stop-shopping for all laws that support privatizing public schoolsALEC.

This has become the way Congress “works” and how they “partner” with the states. It isn’t because that is what is best For the People.

What we have is a pattern of deception.

Just like with NCLB, the major faults were pointed out before the law was passed. And recommendations were made — and ignored.

Now before you look at these next statements, I’M ASKING YOU TO IGNORE THE WORDS “failing schools” and think of schools in need of help as “struggling”…..o.k…

Quote from Gary Ratner about No Child Left Behind.....What will the Every Student Succeeds Act do, turn over responsibility to some irresponsible state leaders while funding CHOICE schools from the federal level.

(Gary Ratner about NCLB)…..What will the Every Student Succeeds Act do?—-> It turns over responsibility to some irresponsible state leaders while funding CHOICE schools from the federal level.

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(Gary Ratner about NCLB)…..BUT, a problem not solved by the Every Student Succeeds Act is WHO trains the leaders and to do WHAT!

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This is from a BEST PRACTICES BRIEF about STAKEHOLDER Communications – Tips From the States… for getting we stakeholders to fork out the cash for longitudinal data systems?

The point here is to note the pattern… Write a law. Don’t talk about the details, just the talking points. Pretend to hear a few suggestions. Make sure there is no debate. Do NOT let the dissenting view or alternative bill get on the stage. Pass the law. Then when there is a problem created by the law, do it all again.

What was once governed by us is now under the control of those who control the law. The public trust is broken.

Only this time, the system being taken over by the BIG money players is the one system capable of “educating” the most citizens at one time — the youngest vulnerable minds. Plus we will not be able to trust one iota of information coming from our government because it is sleazebags who have control of OUR lawmaking process which funds our research and dissemination of information.

When “they” control the law, they control the purse strings. And through law, they are putting our public dollars into private education industry pockets for things that public institutions used to be publicly funded to do — like teacher preparation.

These bad laws starve public institutions so private philanthropic venture capitalists can swoop in and play the heroes while controlling the emphasis of research and teaching to fit their political philosophies.

How sleazy has this gotten? Giving out turkeys to the poor in order to get their data and their votes is pretty sleazy dealings. Granted, Congress didn’t do THAT … but those pushing congressional members to vote the way they have are these very same all-powerful people and we know it. $$$$$$$

indexI posted this “Trust the Process” image when writing about solutions.

Boy was I wrong!….Or maybe not. Maybe what just happened with congress introducing a 1,061 page bill on November 30th (side-lining busy people at Thanksgiving) and getting the K-12 education Law of the Land on the presidents’ desk BY December 10th, makes the way forward clear.

The American People have some house cleaning to do. Both the House and Senate should have known better than to thumb their noses at the People—the source of all legitimate authority in this country. Congress proved themselves to be untrustworthy — again. The public trust is broken.

And so far, the country has had no reason to trust that President Obama will do the right thing on education policy. Then again, have we made the demand?

I urge you to call him on this, TODAY. Ask for a VETO on The Every Student Succeeds Act.

Screen Shot 2015-12-08 at 2.02.45 PM

Your CONSENT IS NO LONGER REQUIRED. Your DISSENT WILL NOT BE NOTED.

Stopping the process to give People the chance to explain the problems they see and give our representatives time to read and comprehend the law is something that never happened with No Child Left Behind. Children’s education suffered because of foreseeable consequences we went on to call “unintended consequences.”

We need to debate what should replace No Child Left Behind.

We need to debate what should replace No Child Left Behind….SHOULD HAVE. It’s history now….again.

This go around, if we allow the same mistakes to be put into law, we should assume the consequences were intended.

Mr. President, do no harm. VETO.

@POTUS #VetoESSA

UPDATE: The law – Every Student Succeeds Act – was signed by the president on December 10th (11 days after being introduced during the holidays). Your efforts to call for a veto are no longer required.

Liars in the HOUSE

What do you know about the Every Student Succeeds Act (S.1177) set to replace No Child Left Behind? One thing you probably won’t be surprised to hear is that the lawmaking process was corrupted.

But this time it is more than a bit unsettling. Few people know how openly the liars in the House — OUR HOUSE —are not being questioned or doubted by either the People or the other representatives…..that means no real debate occurred on this bill and it is sailing into law….unless we stop it.

In the case of education policy, the liars should be doubted.

In the case of education policy, the liars should be doubted.

When we toss together liars, lemmings, and a lackadaisical public, we have a recipe for political corruption…..How corrupt? Disgustingly so if you think parents should have a say in their own children’s education!

To begin with, don’t be fooled into thinking either the House or Senate were slaving away over writing this bill. They have had 15 years to think over the mistakes of No Child Left Behind and are overdue for reauthorizing it by EIGHT years.

During that time, the real rulers have not been idle…..it was always the plan to put common standards into federal law.

The Gates funded Achieve and the ADP (American Diploma Project) wrote this in 2008....2008...

The Gates funded Achieve and the ADP (American Diploma Project) wrote this in 2008….2008

Is there anything wrong with a common core of standards? … Maybe not, IF it is the People in control of OUR government and OUR schools.

By 2010.....2010.....it looked more like Bill Gates was writing the Obama plan.

By 2010…..2010.….it looked like Bill Gates was writing the Obama plan.

And in 2013 in the Senate, the Every Child Ready for College or Career Act emerged to replace No Child Left Behind. It stalled and by 2015 the bill’s new name was the Every Child Achieves Act. Meanwhile in the House, they settled on the name the Student Success Act in time for this 2015 reauthorization.

Names, titles, and words changed; the basics of the law?

All combined, it became the Every Student Succeeds Act (S.1177) now before the Senate, expected to breeze through and be signed by President Obama.

After waiting seven years, what’s the rush?

Think about this — there were SEVEN years in which those pushing the agenda upon which the Every Student Succeeds Act is based could have taken the time to explain, discuss, and get real, honest public input from US who lived through dealing with the unintended consequences of No Child Left Behind. Instead, the equally corrupted D.C. non-governmental organizations claiming to speak for us were the ones that OUR representatives listened to.

Instead, the way this predictably played out is that “suddenly” on Monday November 30thwhen mothers everywhere in America were busy with holidays — the conference committee released the final version of the long-awaited replacement for No Child Left Behind (NCLB) which they made 1,061 pages long……longer than NCLB! They didn’t fix that part of the problem with the law!

That was Monday. And their propaganda was ready and up…on the House website! Paid for by us?

GOP_Principles

DID YOU KNOW THAT “PROFICIENT” ON NAEP TESTS EQUATES TO AN A OR A-?….Decline is never good but CRISIS?

Top10

I put this whole thing up because I thought number 8 was pretty amusing in a sick sort of way…..?…..But number 7 is the lie told to House Republicans with number 1 being a stretch.

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Pre-school charter start-ups aren't considered a new federal program?

Pre-school charter start-ups aren’t considered a new federal pre-K program? And the Secretary decides?

 

 

We should be outraged!

Lied to, propaganda paid for by us, and they slip this through when parents are most busy with their families.

People? We have seen our representatives act like lemmings; please don’t tell me they truly do represent us.

This go-around with education policy, it just happened to be the Republican led House jumping over the cliff.

…Democrats and Republicans alike did the country wrong, so far, on this.

Next up, a vote in the Senate.

Do we let our representative go ahead, follow the crowd, trust the “information” put out by the main stream media telling them that this law will be better than NCLB? 1e9b9b1e66a26feaeb39d3217d85ca1a

Or do we stop, ask them to stop, explain the details of the law, and explain how this is better than what we currently have?

With education policy, both major political parties have taken turns making laws that they haven’t read, don’t understand, and for which they are NEVER held accountable for the results, or lack of them.

Please, make the call, speak up, stop the lemmings from taking us over the cliff with them.

Rise to the Challenge

When I last posted a blog, I was challenged. The challenge was to THINK…AND DO!

Screen Shot 2015-12-03 at 8.14.53 AMI responded…Screen Shot 2015-12-03 at 8.15.47 AMWell, life doesn’t lend itself well to being put on hold, but I did my best with the time I had and produced an alternative for Congress to consider. The problem is, Congress never wanted to consider any of the good ideas concerning No Child Left Behind that have been put before them over the last 15 years. My last attempt here, I’m calling the People’s Alternative.

AND I’m passing on Gloria’s challenge to all of you who will accept it – THINK and DO.

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The People’s Alternative turns back the clock to a time when ESEA was NOT an attempt to dictate an accountability system from the federal level.

The People’s Alternative offers a federal law that supports children in urban and rural slums in states unable to provide adequate educational resources.

Through the people he brought to D.C., JFK kept alive ideas in a law that he didn't live to see. - ESEA Both NCLB & ESSA kill the ideas. Compare.

Through the people he brought to D.C., JFK kept ideas alive in a law that he didn’t live to see. – ESEA …Both NCLB & ESSA kill the ideas. Compare.

The People’s Alternative is based on the principles written into law by the architects of the 1965 Elementary and Secondary Education Act with the addition of successful practices from the decades that followed. The law then got RESULTS.

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Both No Child Left Behind (NCLB) and the current proposal before congress, “The Every Student Succeeds Act” (ESSA, S.1177), are based on the politically motivated theory known as outcome-based education. They are NOT based on scientifically researched best practices in education.

NCLB mandated a national system of accountability based on State academic standards for reading or language arts and mathematics and the testing annually of all students nation-wide in all public schools to assess “adequate yearly progress” (AYP). It was the largest and longest-lasting experiment in outcome-based (market-based) theory in the history of the United States. The other two periods of testing this theory ended when detrimental results were seen after only a few years.

ESSA is based on the same theory as NCLB only it is executed through a federally approved mandate for state accountability. Compare the descriptions  —

“ The statewide accountability system shall be based on the challenging State academic standards for reading or language arts and mathematics to improve student academic achievement and school success. (ESSA, pg.80)”

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The People’s Alternative builds on the idea that the local community must have access to information necessary for them to support and improve their own public schools. The Alternative respects the research demonstrating that the local school must be the focus of analysis and intervention to improve student performance. The Alternative supports the continued random use of this nations most respected national test for monitoring the achievement gap. Mandating additional testing, in federal education law, of every pubic school student in every school every year is unnecessary for the federal government to serve its purposes or the purposes as originally laid down in ESEA.

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NCLB sold the nation on the idea that yearly standardized testing of all children provided necessary information when in reality the results from the random use of the long-established National Assessment of Educational Progress (NAEP) continues to provide consistent national monitoring of student academic progress.

ESSA continues to see the federal government as the national assessment authority giving the Secretary the power to use federal dollars for State assessment purposes, which in reality are a state financial responsibility.

“The Secretary may provide a State educational agency, or a consortium of State educational agencies with the authority to establish an innovative assessment system (ESSA, pg.222).”

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The People’s Alternative designates use of federal education dollars in:

Title I – using a comprehensive needs assessment process, funding is targeted at meeting the identified needs of children from low-income families and other disadvantaged groups, and for the already identified Priority Schools, supplying additional family and community engagement personnel and specialized training for principals, the first year, and other personnel in the following years based on needs.

Title II – establishing summer institutes within existing public institutions of higher education with funding increasing educational opportunities for all education professionals and high-needs service scholarships providing opportunities for experienced education professionals wishing to advance their education to fill identified needs in high demand subjects as well as high-needs schools and locations.

Title III – based upon information gathered during the comprehensive needs assessment process of Title I, funding is to supply student supports that are vital to educational improvement but absent from the community identified as in need, including library resources.

Title IV – funding is to support educational research and the dissemination of scientifically researched practices that have proven to be effective beginning with those necessary for successful implementation of this law.

Title V – to strengthen those state departments of education most in need of helping because the inequality that exists between states is a long-standing problem and funding improvements at that level helps move them closer to fulfilling their responsibility in providing a quality system of public schools.

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NCLB funding was money spent on annual standardized achievement testing, accountability mechanisms based on the outcomes of those tests, reporting of compliance with the law, and school choice being offered as a solution — all packaged and sold to the country as “flexibility.”

ESSA funding supports more experimentation with assessment and accountability systems with a new emphasis on “comparability,” as a requirement, as well as offering grants for assessment audits (assessments of how many assessment we are using).

Charter Schools (independent governance with state and federal funds) win out over Magnet Schools (local control) by $270,000,000 to $94,000,000 and states applying for these charter school grants are required to “establish or enhance” a per-pupil state “facilities aid” program. Plus, there are many grants to the “cottage industries” of the charter movement.

It gets hard to keep these all straight and follow all the dollars! (ESSA, pg. 572)

It gets harder to follow all the dollars$$$$$$ (ESSA, pg. 572)

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(ESSA, pg. 519)

Oh, we should not forget preschool charters….

$$$$ New Start-Ups $$$$$ (ESSA, pg. 520)

$$$$$ New Start-Ups $$$$$ (ESSA, pg. 520)

…. and never mind that we can’t control for quality!

And the biggest new federal program in ESSA is the Student Support and Academic Enrichment grant program being sold as “providing greater flexibility to enhance support for students and schools.” There are a number of tempting options offered but it is blended learning, digital learning, and online learning that jumped out at me suggesting that the technology industry may be the big prize winners in this 1.65 BILLION $$$ “enrichment” program.

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With the original 1965 ESEA being a mere 35 pages, the NCLB law being 670 pages, and ESSA weighing in at 1,059 pages, there is much, much more that could be said if the country ever desired to have that conversation — and were given the opportunity.

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Rise to the Challenge.

Challenge Congress and President Obama to THINK and DO the right thing.

STOP S.1177 The Every Student Succeeds Act