Category Archives: American Education Wars

History Repeats

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Some have marched across this bridge before.

Many crossed this bridge before.

Standards-based education reform of public schools has been tried before.

Around 1913, the industrial “efficiency movement” focused public attention on outcomes but when educators attempted to “routinize teaching,” or standardize it, it didn’t work according to Robert J. Marzano and Jon S. Kendall in “The Fall and Rise of Standards-Based Education.”

And by the late 1930’s research completed by the Cooperative Study of Secondary Schools Standards concluded, among other things, that standardized test scores as the sole means of evaluating schools tended to make “instruction point definitely to success in examinations,” cultivated “a uniformity that was deadening to instruction,” “thwarted the initiative of instructors,” and can “destroy the flexibility and individuality of an institution.” In addition to bringing about a rigid curriculum, the study concluded, this type of testing had little validity for identifying superior and inferior schools and a better method was available. In 1939!

But the plans were set aside while the country addressed the needs of World War II. We moved on, it would seem, unaware of what had come before. And in the process, we changed from looking to improve education by providing the necessary “inputs” to a heavier focus on “outputs.” (Recall the Coleman Report) So that is how we ended up repeating our standards experiment with an even greater emphasis on test scores.

By 2001, the country had become convinced that we needed a federal accountability system and the “No Child Left Behind” (NCLB) Act was it! The law focused all of our attention (and dollars) on accountability for all schools totally based on student outcomes as judged by standardized test scores.

We replaced individual “performance” standards with state “curriculum” standards. 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. This isn’t a proposal 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. This is a philosophy that can take us from a classroom culture of test preparation to a culture of educating each child to the fullest extent of his or her talents — meeting the standards for American excellence and equality.

We made tremendous progress in the sixties and seventies because we followed an educational philosophy focused on providing the necessary “inputs” to the hardest to teach students. Desegregation of schools peaked in the 1980’s and a narrowing of the achievement gap occurred during the 1970’s and 1980’s. Now, the focus is the gap, is the test, is the score, and, the gap persists.

In the march towards equal opportunity in education, we got stuck in the ditch of standardization of children because we set test scores as our goal — in law and in the minds of Americans. The Modern Standards Movement politically overpowered, but did not destroy, the Modern Community Education Movement.

If we can only come to understand standards and their proper use, we have a shot at getting it right— in the minds of Americans and in law.

The big question is; does Congress know enough to get it right this time?

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The March Begins. was the first in this series On The Road to Educational Quality and Equality. Next Up: What Do YOU Mean “Standards”?

History Uncovered

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        “It doesn’t matter who gets the credit as long as the job gets done.”

The problem with this quote by Frank J. Manley is that his modesty left his concept vulnerable to corruptive and destructive influences.

With help from philanthropist Charles S. Mott, Manley fathered, fostered, and grew the Modern Community Education Concept that some trace back to John Dewey’s philosophy of community-centered schools.

Frank Manley believed “that basic human needs cannot wait — that our social institutions cannot compensate tomorrow for what they fail to do today.”

Manley built a vehicle in which to spread his vision of individuals participating in solving the problems of their own communities using existing resources. That vehicle is the community education concept. It is a concept; not a program, not a one-time “fix” that can be provided for a school or community through a grant. It must be taught, practiced, and perpetuated.

How Frank Manley Saw Community Schools

Manley saw community schools bringing together all the elements for educational success (resources, people, activities, supports) and he could envision the necessity to bring all the community “forces” together to focus on community needs through involvement in the education of our youth, as well as our youth being involved in helping their own community. It is the same basic philosophy that 4H is based on—learning by doing with well-trained guidance.

This is not a foreign concept; it is an American concept. And after 30 years of experience with its success, Mr. Manley brought the idea before the Office of Education in Washington D.C. Then in 1965, without credit being given to Frank Manley, Frank (Francis) Keppel served as the chief architect of the 1965 Elementary and Secondary Education Act whose foundation for strengthening and improving America’s schools was obviously the community schools concept.

Voices from the past...waiting to be rediscovered.

Voices from the past…waiting to be rediscovered.

This idea was free and was spread through public institutions of higher learning. But what happened? Why hasn’t this vehicle taken us further down the road?

 

This was part 4 of ten blogs on The Road to Educational Quality and Equality that started with The March Begins. Next: History Repeats

Still Searching for Solutions?

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The importance of in-school and out-of-school factors on student achievement continues to be a point of debate just as it was back in the time when the 1966 Coleman Report was first interpreted, widely quoted, and used by people to justify their predetermined arguments.

Spurred on by this controversy, searching for answers, and increasingly convinced that “the characteristics of schools are an important determinant of academic achievement,” school effectiveness researchers in the 70’s and 80’s were studying schools where minority and low socioeconomic status students were achieving at higher rates than expected and the “achievement gap” was narrowing. These schools were labeled “effective” and researchers concluded that effective schools had “essential” characteristics common to all; they called them “correlates.”

The original work by Ron Edmonds and others stated the correlates as

1) the principal’s leadership and attention to the quality of instruction;
2) a pervasive and broadly understood instructional focus;
3) an orderly, safe climate conducive to teaching and learning;
4) teacher behaviors that convey the expectation that all students are expected to obtain at least minimal mastery; and
5) the use of measures of pupil achievement as the basis for program evaluation.”

Edmonds also noted that when it came to the common characteristics of the school improvement “programs” that were used in these schools, they all saw the local school as the focus of analysis and intervention; they all assumed all children to be educable; and all focused their design on more efficient use of existing resources.

In my research of the people who were influential in forming the prevailing philosophy of education reform leading up to Edmonds’ work, I concluded that “effective schools” were schools that were following the “community education concept.”

Search no further.

Search no further.

What’s really important? In-school factors? Out-of-school factors? Or a combination? Think about it.

 

 

Read on! This is a series on The Road to Educational Quality and Equality that started with The March Begins.Next up: History Uncovered.

Inequality Was Studied

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The results of school segregation were studied.

The results of school segregation were studied.

As part of the Civil Rights Act of 1964, a national survey on inequality was commissioned to assess the degree of segregation of students and teachers, and its relationship to student achievement. The findings were discussed in a report titled Equality of Educational Opportunity by lead researcher James S. Coleman.

The study used “indicators of educational quality” to determine whether schools offer equal educational opportunity. Researchers looked at both “school inputs” such as curriculum, facilities, practices, and teacher and student characteristics as well as “outputs” as judged by standardized achievement tests. They did so with the warning that a “statistical survey can give only fragmentary evidence” of a school environment.

Looking inside "the box."

Looking inside “the box.”

This research model is called “an education production function or input-output model.” It is the type of model economists use to assess “how an economic process works in a particular firm.” It “allows for aggregate analysis without requiring an examination of the details of what happens within a particular firm or school.”

Equality of Educational Opportunity: The Coleman Report

The dominate “take-aways” frequently quoted from The Coleman Report  are:

1) family background and socioeconomic status have more effect on student achievement than school resources, and
2) that disadvantaged blacks show higher achievement in racially mixed schools.

The first take-away fed the “funding has little effect on achievement” argument and the second led to forced busing to racially integrate schools, which produced the unintended consequence of “white flight.”

The overlooked or forgotten finding was this:

The “pupil attitude factor, which appears to have a stronger relationship to achievement than do all the school factors together, is the extent to which an individual feels that he has some control over his own destiny…”

This is largely a consequence of a person’s experience in the larger society” and is “not independent of his experience in school.”

What happens in schools and communities matters. School climate and culture matters.

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Keep reading The Road to Educational Quality and Equality that started with The March Begins. Next up, Still Searching for Solutions?

The March Begins

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Think back to the early 1960’s, or if you are too young to recall, go read about the history of that era and try to imagine what it was like. The United States had racially segregated schools – by design. And much like today, we had a gaping socioeconomic divide that left poor children and rich children with very different schools.

Go back a bit further to 1896 and the Supreme Court decision in Plessy v. Ferguson that was based on the doctrine of “separate but equal.” That legal segregation of public schools by the states stood for 58 years until the 1954 Brown v. Board of Education decision, which stated that “separate educational facilities are inherently unequal.”

The door for the Civil Rights Movement and the resultant Civil Rights Act of 1964 was opened.

As a republic, we saw the value in improving the quality of education and believed all children in America deserved access to opportunities, equally. We believed education was a “hand up,” out of poverty, and that we were capable of delivery on the ideal of equal opportunity, at least to children.

And we saw a way to do it through materials and services that support teaching and learning, better university training of teachers and counselors, and better distribution of “best practices” to the communities where they were most needed. We once focused federal education law on providing the needed “inputs” for educating the disadvantaged.

And it seems we need reminding that the March on Washington in 1963 was organized to urge Congress to pass John F. Kennedy’s civil rights bill calling for equal opportunity in employment and education.

The March down the road to equal educational opportunity began.

Marching Towards a Dream

Marching Towards a Dream

This is the first in a series of ten blogs on The Road to Educational Quality and Equality. Read on, march on! Next: Inequality Was Studied.

There is No Controversy?

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Told by spokespeople for our representatives, reporters in Idaho are repeating the “fact” that the portion of the immigration bill giving citizenship to highly skilled immigrants in order to fill jobs Americans can’t (?) do is not controversial. I repeat (as they have multiple times in print and on air), there is no controversy. Really? There should be!

At Our Own Risk

At Our Own Risk!

The following was originally published in Idaho as a letter to the editor in 2011:

Easing visa restrictions for high-skill immigrants is necessary according to Representative Labrador [ ID] and his American Innovation and Education Act. The problem he targets is “to help people who have offers of employment but face a [immigration] processing backlog…” He claims it will help domestic students. Those closely associated with efforts to improve our STEM (science, technology, engineering, mathematics) education in this country have heard similar verbiage for over a decade.

Congress won’t address problems they created through No Child Left Behind so we need to import talent that we failed to cultivate in our own country. They see a “brain drain”; I think it’s more of a loyalty drain.

This country messed up a perfectly good public education system and took down three generations of students in the process. We feel no obligation to make things right?

It’s not hard to see “How Online Learning Companies Bought America’s Schools” (Lee Fang). What’s harder to see is how we the people allowed Congress to sell us all down the river. We had better open our eyes to the slippery slope of importing high-skilled talent because we have overlooked our own American potential. Is this how we make America strong as a nation?

“They” Have Plans for U.S. Children

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No Child Left Behind (NCLB) was a failed experiment. That is, it failed as a reform for schools.

So why do Americans continue to trust many of the very same people who created the law to now lead us down yet another path – over a decade later? This time, the National Governors Association (NGA) and Council of Chief State School Officers (CCSSO) (ESEA_Task_Force_Policy_Statement_2010) plan to use the rewriting of NCLB to consolidate data reporting to a single “office in the U.S. Department of Education that manages all data requests and collections…” (with good intentions?).Screen Shot 2016-02-17 at 3.52.22 PM(Update 12/10/15: NCLB changed to The Every Student Succeeds Act – ESSA. The lead groups on Common Core — the non-governmental trade organizations CCSSO and NGA —have more power under ESSA than they did under NCLB.)

This country desperately needs to talk about proper roles of government in education. But for now, local control?

When and how students receive additional help should always be made at the school level. Do we need good data there? Yes. But more importantly, we need capable, caring people who understand kids!

Every state put in a longitudinal data system so that each state could track each student in order to make “better decisions” as to where and how to spend our education dollars — at the state level (?). Fair enough, maybe. That is supposedly why the Data Quality Campaign came into existence. But check out the campaigns supporters at the bottom of this page and ask yourselves, should data systems have been a priority?

“Coinciding with the movement for more and better data, federal lawmakers established the Statewide Longitudinal Data Systems (SLDS) grant program (part of the Educational Technical Assistance Act of 2002) to help states design, develop, and implement longitudinal data systems.” (Source New America Foundation, Many Missing Pieces)

People – this was back in 2002!!! And now, it is time to “consolidate data” to a point of central control. Our lack of vigilance has been astounding!

“…there was a diabolical realism in his plan to make all learning the monopoly of the elite which was to rule his envisioned world empire and keep the anonymous masses barely literate.”

That is what Eric Hoffer wrote in the The True Believer: Thoughts on the Nature of Mass Movements. He was speaking about Hitler. Control of the education system is THAT important!

Stop IT !

Stop IT ! P.S. I think Godwin’s Law is detrimental to open discussions about our times and history.

Until the day that the anonymous masses of citizens once again have control over their government, we must defend every inch of control we have remaining over the public education system.

Welcome to the Real Education War!

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To know more, read about the power and control of the Common Core Standards and the excellent comments from the people.

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Addition 2/17/16: You can also learn more about the Common Core “Initiative” through this smorgasbord of blogs. I suggest beginning with “Research Made Me Do It.” What it made me do is take a firm stance against corporate takeover of the public education standards, assessments, curriculum, data systems, and the production of a totalitarian workforce development system.

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Addition 9/7/17: Consider this. ESSA State Consolidation Plans are all approved by the Secretary of Education. After approval, will all states then submit their data as evidence of compliance (“accountability”)? The “new” ESEA is ESSA. It delivered. The question now is, how much will we pay for it?

They do have plans for US.

Two more additions:

The Big idea?

Big funders? Big investors? Big pay-off for some.

School Culture and Change

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When I began fighting for school improvements, little did I know  how important school culture is to success.

In my last blog (Understanding Change), when I asked the question “who will take control of the direction [of reform],” I wasn’t thinking about the movie I was about to see but it played right into the question.

The movie, Won’t Back Down, may not have been intended to be interpreted the way I did, but here it is. I saw the “union thugs” dressed in red (stop) and the parent-troopers dressed in green (go). I saw the protest signs for “choice” and heard the familiar words of the reform wars —tenure and bad teachers, can’t and won’t.

Swept up in the emotion, I cheered for the underdogs and shared in the pain of the parents portrayed on the big screen. I’ve walked in their shoes, but, without the fairy tale ending.

What I didn’t see was a law that will force schools to improve. Rather, what the movie demonstrated was the power of ordinary people. What I saw was the right leadership rising up, and, the question of control of the direction of reform was answered. I saw community organizing to support a public school; community stepped up. And I saw the “culture” of the school change from one of hopelessness to one beneficial to both teaching and learning.

“If culture changes, everything changes.”

T. Donahoe 1997

I saw the change we need, but, understand that the means to that end must not harm children, destroy neighborhoods, or undermine the strong foundation of our institution of public education.

“Dreams, visions and wild hopes are mighty weapons…” Eric Hoffer 1951.

Let’s hope they aren’t being used for the wrong reasons.

Discover more about school culture and change.

High Stakes

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Through my 11 years of helping in classrooms, I saw with my own eyes the learning climate and conditions within my “In Needs of Improvement” schools. The children falling through the cracks were not going to be recovered by setting higher standards. The reasons they fell were not typically things to be diagnosed by a standardized test. And “high stakes” testing was something I could see for what it was.

For me, the standardized test with the highest stakes, ever, was the National Board of Veterinary Medicine Examination. I entered that room after having four years of instruction at a highly accredited university with highly trained and experienced instructors, a relevant and comprehensive curriculum, plentiful instructional materials, and facilities that facilitated learning in a climate conducive to it. Being an adult, success was totally on me.

So when high-stakes testing came before the Idaho legislature in 1999, testifying to the Joint Legislative Education Committee on behalf of my students was a no-brainer. There was and is nothing fair about holding students, teachers, or judging schools based on standardized tests when the conditions for teaching and learning have not first been met.

High-stakes testing — for reward such as with merit pay, or, punishment-driven such as with No Child left Behind, it doesn’t matter — it puts something of value at stake. It has a place, but, K-12 isn’t it!

Will we fight to keep public education publicly controlled?

Will we fight to keep public education publicly controlled?

Today, the heart and soul of public education is at stake.

The “Status Quo” of Reform

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These two words “status quo” are tossed around frequently and conjure up some raw emotions for many who have tried, unsuccessfully, to improve their own schools. “Status quo” invokes visions of entrenchment on the part of administration, school boards, teachers, or, on the “other side,” the unions, education establishment, the politically powerful foundations, organizations, individuals, corporations, and their lobbying groups who pull the strings of education policy.

But if we all put aside our personal feelings a moment and think strictly about the big picture of “education reform,” then, it becomes clear what the status quo of reform efforts really is. Status quo literally means the current state of affairs.

Is America secure with the "status quo"? Do they know what it is?

Is America secure with the “status quo”? Do they know what it is?

For three decades, our education reform strategy has been based on high-stakes standardized testing. It is The Theory Behind No Child Left Behind.

The ideology wars — progressives vs. traditionalists, whole language vs. phonics, unions vs. anti-unionists — and the ongoing blame games would be of miniscule significance if we were focusing on what is truly important in an education reform effort — educating children. The status quo of reform has failed them miserably.

The status quo of education reform is test-based education.