Category Archives: American Education Wars

Propaganda Pitfalls

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So as not to be misunderstood, propaganda is technically defined as the promotion of one’s ideas to further a cause. Label me a propagandist in this sense and I will now gladly stand beside Thomas Paine.

thomas-paine-arguing-600x305(Quick reference to a list for those not wanting to read this blog.)

Researching Paine for my first book, I had decided then that the last person I wanted to be like was he. He was labeled a revolutionary propagandist. But now that I’ve had some time to look into the topic of propaganda and thought about some of the ideas presented by Ronald B. Standler  (and others), I can see Standler’s point in that propaganda is an essential tool for leaders but it is equally as essential that we recognize when propaganda techniques are being used. Only then can we think our way clear of the pitfalls.

As Standler explained, “Rhetoric is the art of persuading someone…Propaganda is a subset of rhetoric, in which the speaker/writer attempts to manipulate the audience with emotion or fallacious reasoning.” Defining a propagandist like this, I hope I’m not labeled this way. I have written some emotional things, because I am passionate about educational improvement. But I have not attempted to manipulate any of my readers. I have tried to unite not divide.

Standler felt that “the us vs. them posturing is particularly damaging to society, in that it is inherently divisive and erects barriers to working together to solve problems that affect everyone.”

You can go online and find multiple authors explaining propaganda techniques. I randomly chose Rickety’s examples to summarize here:

Name-Calling is a device to make us form a judgment without examining the evidence. It appeals to our hate and fear.

Glittering Generality is a device to make us accept and approve without examining the evidence. It appeals to our emotions of love, generosity, and sisterhood.

Transfer is a device by which the propagandist carries over the authority, sanction, and prestige of something we respect and revere to something he would have us accept (nationalism and religion being examples). Symbols are used to stir emotions both for and against causes and ideas.

Testimonial is a device to make us accept.

Plain Folks is a device to win our confidence by appearing to be just plain folks like us.

Card Stacking employs all the arts of deception by stacking the cards against the truth. It uses under-emphasis and over-emphasis to dodge issues and evade facts. It uses half-truths.

Bandwagon is a device to make us follow the crowd, to accept the propagandists program en masse. The theme is: “Everybody’s doing it” and our emotions push and pull us on to the Band Wagon.

Please go read the examples others have written. It is up to each of us to recognize when propaganda is intentionally being used in misleading the public or discrediting those fighting the good fight.

When I wrote, They Have Plans for U.S. Children, I can see why some people instantly refused to hear what I had to say because of my choice of “art” to decorate that page and attract more attention to the article. Many feel that Nazism is too “inflammatory” a topic for “rational discussion” and there is of course “Godwin’s law”  that whoever makes an analogy to Nazism has automatically lost whatever debate was in progress, losing “credibility” in the discussion. That worries me because the gentleman that came up with that theory talked of “inappropriate” analogies. Who is to be the judge of that? And isn’t that “labeling” of a person as “non-credible” – a form of name calling?

Be aware, think, make your own informed decisions, and resist conformity without valid reasons.conformity-final-1

Our country is embarking on a propaganda campaign in education of the likes that we have never seen — over Common Core. Those of us taking a stand against the Core will be targets.

The political season is upon us and the topic of education has the attention of much of the nation as never before. Be careful out there; watch for and avoid the pitfalls!

STANDARDIZED & PRIVATIZED

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Are Americans sure they want a standardized and privatized system of “public” schools? Does the public understand what is happening?

Dismantling through standardization and privatization. That is what is being done using

Hard to See. That's why they call it Hidden Privatization.

Hard to See. That’s why they call it Hidden Privatization.

the crowbar of outcome-based “reforms.”

Long ago political leaders of both parties began allowing and fostering policies that the arrogant and greedy have used to their advantage and to our detriment. We are allowing a widely recognized destructive and over-reaching federal law —No Child Left Behind (NCLB)—to go unchecked and unchanged. (As of December 2015 the name was changed to the Every Student Succeeds Act – ESSA- but it is still an outcome-based (test-based) federal law.

NCLB celebrated its 12th birthday. It is officially six years overdue for revision—according to its own statute. Why? Is it because Congress can’t get it right, or, is the law doing exactly what it was meant to do?

What we know it did:
1.    Narrowed the curriculum,
2.    Produced cheating scandals,
3.    Gave use data without real results,
4.    Diminished local control and divided communities.

What we know it did NOT do:
1.    Increase accountability for results,
2.    Narrow the achievement gap.

It appears that NCLB also opened the policy door for full standardization and privatization with policies promoted as putting “students first” and the latest new tool for undermining the system — Common Core.

The Idaho task force recommendations* rely heavily on Common Core, the Luna Laws, and outcome-based theory (upon which NCLB was based). R&D – research and development (not Republicans and Democrats) – recommends differently.

*Note: Idaho has its Governor’s “Task Force for Improving Education” putting forth 20 recommendations that the public knows little of in the way of details – but the “preview” is well written. Poised to repeat the mistakes of the past!

*****Double Note for the Nation*****Beware the wolf in sheep’s clothing. Who controls “leadership” and school board “training”? It is in our soon to pass laws – better check yours.

This was originally written for and published in the Idaho Statesman January 30, 2014.

I’m sharing it here because I believe – we must share what we know to be the truth. Also consider, To Privatize or Not to Privatize

And for those brave enough to want to consider the global scale of this, check out Hidden Privatisation. Here’s a one page brief.

Thank you for caring….Now let’s stop this destruction!

The Common Core System

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Connecting “Autonomy,” “Accountability,” & the Common Core National Standards

Here’s how things are going in Idaho. Quick history: In 2011, three laws similar to others in the nation —bust collective bargaining, put in pay-for-performance, and roll out the lap-tops and online “learning” — were passed by lawmakers despite visible and audible protests from Idahoans. But the People in Idaho didn’t roll over. They came back to put them (the Luna Laws) on the ballot in 2012 and defeated all three proposals – SOUNDLY!!! But quietly the foxes have entered the hen house and are going in for the kill. They are doing it through a governor-selected “task force.”

Moving Beyond the Killer B’s: The Role of School Boards in School Accountability and Transformation bases its recommendations on the idea that it is important “to ensure that their [school board] policies and practices align with the pressing need to ensure that all students are provided a high-quality education, enabling them to succeed in college and post-graduation careers.” They express that “the Common Core State Standards [are] aimed at ensuring that all states strive to teach a high level curriculum and administer rigorous assessments.”(page 4) It was expressed that originally Race to the Top had included formal school board evaluations (page 5).

And so it appears that “they” thought of every aspect of The Common Core System.

 The Killer B’s document describes a scheme that in essence promotes the idea of using federal funds to accomplish a wide array of tasks including the establishment of  “technical assistance centers” called “Regional Comprehensive Centers” (RCCs) (page ii, 24).

Moving Beyond the Killer B’s (copyrighted by the Academic Development Institute (ADI)) can be found on The Center for School Turnarounds primarily sponsored by WestEd along with ADI.

WestEd (nonpartisan, nonprofit) regional centers are established in California, Mid-Atlantic, West, Southwest, Central, Northeast, South Central, Great Lakes, Midwest, Pacific, Appalachia, and Texas. And there could be more WestEd Regional Comprehensive Centers that I missed.

WestEd is the Project Management Partner for the Smarter Balanced Assessment Consortium (our Common Core Tests).

Following the lead of Idaho’s State Chief Deputy Superintendent, Rodger Quarles, who was a contributor to the Killer B’s document and a member of the Governor’s Task Force on Improving Education, the Training & Development of School Boards is now on the legislative table (Effective Teachers & Leaders Recommendation #2.5, Task Force doc., Page 37).

And here is where “autonomy” comes into question: Idaho Structural Change Subcommittee’s Strategy 2: Autonomy and Accountability
“…the State should set goals for the public education system, allocate monies, and then hold local leadership accountable for progress against those goals.” (Page 19 Task Force)

When the Common Core National Standards sets the standards, aligns the tests, aligns the curriculum, and, on the advice of the Chief Council of State school Officers (CCSSO) and National Governor’s Association (NGA), aligns the training of teachers, superintendents, and principals, plus the National Parent Teachers Association did their best to train parents to accept Common Core — the only thing left is to train and align the school board members with the help of the School Board Associations and the same non-governmental, non-accountable group that will be “partnering” in the tests —WestEd. Plus, organizations like the Broad Foundation have years of experience training leaders.

With test-driven reforms (they call “outcome-based”), He who controls the tests controls what is learned — especially if all the pieces of the machine are in alignment. Is this the systemic change we want?

Is the American education system to become just one cog in the machine?

Is the American education system to become just one cog in the machine?

“Autonomy”? The Task Force defines it as “people’s need to be empowered to take ownership for results and to have the flexibility to address challenges and local dynamics they face in pursuit of results for our students.” It is not defined here as self-governing and definitely NOT the same as “local control.”

There is nothing of educational significance left to control – goals, standards, tests, training for instruction, curriculum, and governance are all decided and out of our control. All that is left is the hard work of ensuring learning, in some form, occurs – In it, we will have no voice that will be heard by the large conglomerates that will control our schools. Proof ? Do they hear us asking them right now to STOP the CORE? Put the testing on pause. They do in some states but what of the nation?

And those that attended the No Child Left Behind workshop by Gary Ratner and myself at the Save Our Schools conference in D.C. in 2012 heard me ask this question, do we want organizations like the Broad Foundation training our school leaders or do we want it done through public institutions?

The education “reform” laws that Idahoans defeated looked to me to be “models” for the nation. So what is happening now with leadership training in the rest of the nation?

Public Education: Is It Broken?

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Depends on your perspective. If you are a parent or concerned citizen finding your efforts to improve your schools blocked, it is a broken system that allows that to happen. It’s a case of no one being responsible for inaction where and when action is needed.

What's broken?

What’s broken?

When “the system” becomes a barrier to improvement—through unacceptable policies and practices — the system is broken.

That doesn’t mean that all pieces are broken (not all schools, all teachers, all places), but it does mean the system failed to serve, protect, and educate ALL children as well as we can. So this is a place where my perspective differs from Diane Ravitch’s; she continues to say it “is not broken.” Where we do agree is here: “What began as a movement for testing and accountability has turned into a privatization movement.”

The result is unacceptable policies leading to unethical testing, scoring, and reporting practices furthering the already existing inequality of opportunity, segregation, and privatization. I hope people everywhere can agree on this; this is a cycle that is dismantling the system, piece-by-piece, policy-by-policy. Those openly aiming to privatize the public education system are boasting over the strides they have made in transforming the system.

One way the Friedman Foundation measures success is…

“the increase in the percentage of public dollars going to fund private school choice compared to the overall funds going to all K-12 education.”

This is the data they track! Comparing to overall funding!!!! Success is when the public system is fully privatized? Is that what the public has agreed to?

My theory, speaking as a parent with children in the system during the first big take-down (the No Child Left Behind policy), is that privatization never would have gotten this far if policymakers AND the public had been listening to the multitude of people trying to stop the political machine driving the movement and driving our children over the cliff in the process. But we can’t go back and change what happened; we can, however, change policies.

What we can do is move forward determined not to repeat the mistake of ignoring the crucial voices of people wanting to do the right thing for the right reason. We have to sort out those who are offering real, good, practical solutions to existing significant problems—true reformers —and those wishing to transform the system to fit their ideology or to profit the education-industrial complex.

Reformer, or Transformer?

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To transform means to change the appearance, character of, or function of.  To reform means to make better. Now, what ARE we doing to our education system?

I saw problems in my local schools and I offered solutions. Is there a high poverty rate in my area? Yes, now 83% free & reduced lunch children. Could the solutions not be accomplished because of poverty? No. And let me give you an example.

When we were in the process of expanding into a brand new school building, our district was going to have empty classrooms. Having helped in first grade classes with 28 students and seen the behavioral distractions that then led to decreased instructional time, decreased personalized attention, and the creation of at-risk students — I didn’t give a damn what research said or didn’t say — it makes good sense to start kids off on the right foot! Race of life and all that, ya know?

So, I did my math and brought a proposal to the school board to decrease only first grade class size; not as an experiment, but because it was the right thing to do at the right time. Before this, limited facilities had always been the excuse for the crowded classrooms. Could we not afford to do it? No, we could at the time. “We” just chose not to. Proposal rejected; no explanation.

Enter what Diane Ravitch in Reign of Error called the “’reform’ agenda including high-stakes testing, test-based accountability, competition, and school choice.” Did these efforts make the public education system better? NO – they are not reforms. Did they change the appearance of the system? YES – it appears more dysfunctional than ever. Did they change the character of schools? YES – much more test-based. Did they change the function of the system? Let me answer using Ravitch’s words here: “What began as a movement for testing and accountability has turned into a privatization movement.” The function of policies and practices did change.

The people pushing the privatization movement are transformers, transforming public institutions into private profits.

I am a reformer. They have not earned the right nor deserve the privilege to wear that label. Reformers work to make things better, not destroy them.

Call them what they are - TRANSFORMERS.

Call them what they are – TRANSFORMERS.

 

Transformational change is not the change we need. STOP the Dismantling of the PUBLIC SYSTEM so we may begin to make things better.

Understand what reform is and is not.

At The Core

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We ask for common sense to be used. We seek common ground. Most of us have a need to be part of a community; we search for commonality with someone.

The word “common” has a softly seductive appeal that brings to mind a sense of belonging as though we are sharing something of value.

Common Core National Standards?

Some of us can’t help but see patterns common to our still-fresh experience with state standards and No Child Left Behind. As standards were demanded as part of an accountability scheme, children were put in harms way in an unprecedented experiment in education reform.

If the child didn’t fit the standards and how they were being implemented, many parents and grandparents opted to teach the children how they knew better fit their needs. I know I did, as did others I know who hired tutors or entered their kids in “programs” to fill the gaps.

The standardized tests can never ferret out the effects of our actions giving the appearance that the standards “worked.”

There is no doubt that the practice of re-teaching or supplementing was done during the first thrusts of the test-based accountability experiment and it is being done again with The Core. As one anonymous parent put it, ” At times my son was very confused by what was going on – so I taught him myself. While the schools probably assume that his level of mastery is due to the teaching and books, the truth is far different. I am sure I am not the only case where parents supplement their kid’s education.” JRM (Huffington Post article Oct. 11)

How can we possible judge a system, a school, or a teacher based on this?

The sell job of outcome-based accountability was in the wording: want “better student outcomes,” “higher achievement,” to “leave no child behind,” like the idea of “accountability, flexibility, and choice”? …yes, yes, yes, yes.

Now, a return of some of what was taken away by Round One — critical thinking and writing through more project-based activities — is the commonsense carrot enticing us to swallow the whole Core National Curriculum.

Billed as “new” and “unique,” The Core is neither. Promising to bring “success” and make students “college and career ready,” it is more certain to sell new curriculum materials, new tests, and new remedial materials and programs when students “fail” the tests…and the pattern continues.

Parents, if you are “supplementing” your child’s education, your child in particular should be opted out of the testing. If this national experiment is to go forward, it should be based on an honest evaluation.

My own opinion — for what it is worth — at The Core of this issue is not our agreed need for some commonality of knowledge; at The Core is conformity.

Narrowing of the curriculum was no little glitch. Unintended in Round One; no doubt foreseeable in Round Two.

Narrowing of the curriculum was no little glitch. Unintended in Round One; no doubt foreseeable in Round Two.

“…conformity is the jailer of freedom and the enemy of growth.” JFK

 

POWER

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By using what has historically worked for America — a balance of power with the ultimate authority resting with the people — we can reclaim our public schools. To do so, we must uproot what holds us down.

The roots:
(1)    control of government by big-money, and

(2)    an uninformed public.

In this toxic climate, we have allowed power-hungry leadership to open the doors for education investors who couldn’t care less about the children of ordinary Americans. If they did care, they would quit doing things that make children cry, deprive them of the love of learning, and create stress in families.

What is happening in our public education system is running parallel to what is happening in all aspects of our political system. Moneyed interests have divided us by tapping into our frustrations, values, and passions — through effective marketing and propaganda techniques — and the coercive nature of laws of their making, not ours. They “move us” to do their bidding; we are pawns in their game. I imagine they feel very powerful.

Our move.

Our move.

People, we must rediscover our power. The allocation of power is not meant to be “them” allowing “us” some power; it is us granting them the privilege of representing OUR interests.

Who should govern American schools?

We have a choice.

We are NOT powerless.

Learn more about becoming politically active and effective. Tools for Change has a guide for the powerless…that shows you how we are far from being powerless.

And, TEACH – educate another person today. Learn more about Common Core Testing and who will control what is taught.

A Common Enemy of Public Schools

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Common Core, and its foreign and domestic associates, has become the common enemy of American public schools.

This is not a conspiracy theory; this is our reality.

There is nothing right about our public school children’s education standards being set and controlled by a private, non-profit organization that holds the copyright. “Associations” are not public institutions.

There is nothing right about a foreign entity like Pearson Education Corporation (with all its many “divisions” and names) lobbying Congress for passage of laws that benefit them — it shouldn’t matter if they do have their own 501(c)(3) non-profit, tax-exempt Pearson Foundation to dole out trinkets as part of their public relations campaign.

Check out the chart on the Center for Responsive Politics site and think back to the major education laws passed. The pattern indicates that the heavy lobbying occurs just before and even harder after the major laws “make it.” Think it might get harder once more people actually get a chance to read the laws Congress passes?

The year 2009 is of particular interest; it is the claimed birth date of Common Core. Out of the ashes of financial ruin — the seed money for Common Core testing was ours. H.R. 1 Act is the American Recovery and Reinvestment Act of 2009.

This is the education-industrial complex at work on the federal level. The states are targeted also.

It has become a dirty business but worth doing.

The testing addiction is killing education. FORCED to pick our poison?

The testing addiction is killing education. FORCED to pick our poison?

I found this comment from Joanne:

“Scripture states that ‘The LOVE of money is the root of ALL evil.’ 1 Tim. 6:10 (Caps mine for emphasis.) And so it is and easily seen in our education system, that same system being used to brain wash America’s children en mass.

I’m amazed and disheartened by parents who choose to remain uninformed concerning these issues, who are so busy being entertained by electronics & social media to watching television nearly non-stop or perhaps extremely involved in their kids extra-curricular activities to the point of being UNINTERESTED or uninvolved with the very heart of the system forming their children’s impressionable minds. Our children are the FUTURE. If the direction in which our nation is being taken isn’t halted and REVERSED soon I’m concerned that America’s future will be very bleak indeed.

America…. what has HAPPENED to you?” (Thanks for asking Joanne)

When people know about what is happening, how can they not get it? I think they will…share what you learn with those that may not know what you know.

Answer for yourselves, is Common Core a Tool or Weapon?

To the Success of The Education Movement

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CHEERS!

CHEERS!

“What are the ingredients that any successful movement needs?” asked John Blake in his article Why some movements work and others wilt. Here are excerpts from the paper:

“Remember four rules:

1.  Don’t get seduced by spontaneity. Spontaneity is sexy. Yet spontaneity is overrated… Successful movements are built on years of planning, trial and error, honing strategies for change. A good movement should already have an organizational structure set up to take advantage of a spontaneous act that grips the public…William Barber’s advice for movement builders: Don’t wait for the right spark to organize. Do it now. ‘No matter where you are now, now is the time to build coalitions,’ Barber says. ‘You do it now because when the moment comes, the only thing that will be able to save you is to be together.’

2. Make policy, not noise. Successful movements just don’t take it to the streets. They elect candidates, pass laws, set up institutions to raise money, train people and produce leaders, observers say…. A successful movement is filled with people who know that it is wise at times to compromise…. Cast a vision of America that appeals to all types of people.

3. Redefine the meaning of punishment. The belief that modern Americans lack the right stuff to rise up is ‘hogwash.’… ‘As dark as things may seem at a given moment,’ Sam Pizzigati says, ‘things can change very rapidly when a social movement takes off.’… The redefinition goes like this: ‘No punishment anyone can lay on me can possibly be any worse than the punishment I lay on myself by conspiring in my own diminishment,’ says Parker Palmer.

4. Divide the elites. ‘Elites help movements when they feel their own interests are threatened,’ says Pizzigati.

There is one final lesson for anyone who wants to join a movement. Victory is fleeting and setbacks are inevitable. At times, it can seem like it was all a waste.”

Now knowing what makes movements successful, can those of us that fight for strengthening public schools by doing what is best for students see why the standards, testing, and accountability movement has come so far?

In The Crucial Voice I wrote, “The modern standards movement politically overpowered, but did not destroy, the modern community education movement.” And I will tell you that when I read that the Mott Foundation now supports the Common Core National Curriculum movement, my heart sank a bit because it was Charles S. Mott who originally supported Frank Manley in his efforts to develop and spread the community education concept — setbacks? Yes, a few.

“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

Business Model of Education Reform: The Real One

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Understand the real business model? You may not have heard the whole story.

“The best-run companies start with their people, trusting them as human beings and trusting their capability and their potential. In essence, ‘they are people sensitive.’ They understand the importance of training your people well and letting them do their jobs.”

To be “people sensitive” starts with individual attitudes.

The process of educational improvement begins in the minds of those that desire to do what is best for the nation’s children. It requires being open-minded and cooperative.

Has the business world applied what they know and become a good team player?

Has the business world applied what they know and become a good team player?

And there are some business model rules we might do well to follow. “We must learn not to tamper with success,” not in practice and not in policy.

We need to remember that most school districts in this country have settled the question of what to teach and how to best go about it. So in the 43rd Annual Phi Delta Kappa International (PDK)/Gallup poll on education, we shouldn’t be surprised that 71 percent of Americans say they…

“have trust and confidence in the men and women who are teaching in public schools.”

And that poll titled “Betting on Teachers,” also found 73 percent of Americans preferred education policies that “give teachers flexibility to teach in ways they think best” over those that “require teachers to follow a prescribed curriculum so all students can learn the same content” (Bushaw).

For immediate impact in the schools that need our help, we need to look at “the people side of schooling.” And if we believe that “organizational management should be based on observing problems from the bottom up and not from the top down” then isn’t it the teacher in the classroom and the family at home that should be managing the education of public school children?

Can a business model serve us well?

In any given classroom, the teacher becomes their own manager. They plan the lesson, guide the students, and evaluate themselves and their students. And as the business model points out,

“The highest form of self-management is intrapreneurship” and “if teachers are to become intrapreneurs, “they must be given the freedom to act on their own.”

“To achieve excellence, one focuses not on the mission, but on the culture.”

And it is “freedom factors” that “are the foundation for enabling school people to satisfy their higher-level needs. Only when we are able to produce a school environment that meets these needs will we be able to achieve excellence.” This is not what we have created with a test-based, competitive culture. And parents that are out to “give their child every advantage” have added fuel to the fire of competition while modeling a culture of selfishness for their own children.

But now ask yourselves — if training of teachers and leaders is the key to success, who is doing the training? Who set the standards for professional development? What principles are they based on? Are those in charge following the will of the people? Did “they” move forward with “reforms” with our consent?

Excerpts taken from James Lewis, Jr., book Achieving Excellence in Our Schools…by Taking Lessons from America’s Best-Run Companies published by J.L Wilkerson Publishing Company in 1986.