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?

Change, Improvement, Progress

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“What Is Community Education?...Community Education brings community members together to identify and link community needs and resources in a manner that helps people to help themselves raise the quality of life in their communities…

Community Education results in:
•    A responsive education system and an improved learning climate in the schools;
•    Efficient and cost-effective ways of delivering education and community services;
•    Broad-based community support for schools and other community agencies;
•    An emphasis on special populations, such as at-risk youth and minorities; and
•    Collective action among all educational and community agencies to address quality of life issues.” Written by Minnesota Community Education Association.

Secretary of Education Duncan came into office touting the ideal of community education. What he has failed to see is that it is the only method proven over time to provide sustainable school improvement because done correctly; it will end up incorporating the elements of effective schools in its improvement process.

We all must improve by taking what we have learned and applying it to what we know can bring forth real progress for kids, communities, and our country.

Who Doesn't Need to Improve?

Who Doesn’t Need to Improve?

Mr. Secretary, you don’t have to reinvent; you need to rediscover what you already know. Get back on track to improvement and stay there. Persistence; isn’t that what the president has advised?

Same Song: Different Dance

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This go-around — with test-based education and standardization of instruction — is much riskier than the last one that we call No Child Left Behind. It’s the same song with a more intense dance. Here’s what I mean…

Follow the "leader"?

Follow the “leader”?

Last night, I attended a school board meeting and I’d sum it up by saying “We are here!” We have officially created an education system that picks winners and losers based on the numbers!...1,2,3…1,2,3…bow down.

In this dance, my district is a step ahead in that we employ a person that helped develop the new “STAR” accountability mechanism that replaces the No Child Left Behind “AYP” accounting. So, we know before the dance starts what numbers are likely to come up — what has been chosen to be weighted in “value” — what the administration (& board & public) believes to be a judge of the quality of their work.

This time, unlike a decade and a half ago, the dance begins with parents and the public celebrating test scores as if that is the goal of education — oh, but it is. Everything from “accountability” to scholarships is now based on the scores. We are here! What now?

Next, we look to move forward to the next step in the dance. So with our new-found insight and “recession-forced” austerity measures, we will offer elementary age summer school only to Title I Migrant children. The other Title I children and any middle-income students that need help…sorry, you don’t get the opportunity to dance this go-around. Your number isn’t up. In the bigger picture of “accountability,” you don’t matter – statistically.

Also in the new “STAR” system, we will be counting the number of students that pass advanced placement tests. So, the school board approved money to start prepping them as sophomores — the chosen 40 that is. That should be enough to satisfy the new accountability measures.

And of course, we do have money to complete work on upgrading all our technology and getting our collected student data sent into the state collection system (see how that will “work”) because thus far they have done such a bang-up job!

Is this dance risky? Could the country be hurt, tripped up by the “accountability” dance that began so long ago?

The pied piper of test-based accountability has played a powerful tune. Boogie on America and you will soon be doing the same steps as the Chinese parents do; it’s the pressure-cooker hustle. Push those babies so they won’t be left behind. Winners?

Exposing Educational Parasites

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Parasites multiply when the conditions are right; educational parasites are no different.

Look closer.

As a veterinarian, I’ve found that people don’t need convincing to rid their pets of parasites that they can see. If they can see them, they want the parasites gone. But the internal parasites — the ones they cannot or rarely see — are  harder to convince them to take action against.

I have seen animals in high parasite areas that didn’t get the attention they needed until the parasites had drained them of so much blood the signs of anemia became obvious. Damage was done.

And in certain areas of the country, spring means a rise in parasites because the conditions are right. But that warning on behalf of helping my furry friends isn’t why I’m writing this; I hope to make a memorable point.

When it comes to education reform laws and their intentions, more often than not, it is hard for the public to see the parasites feeding off the dysfunction of the system. Dysfunction — in a few schools or at the level of national law — is the condition that allows the education-industrial complex to multiply and suck public funds from our pockets — right in front of our eyes.

We see the education “programs” costing us but we rarely are able to see what is happening internally — at the heart of OUR government. So we have yet to rid ourselves of enough internal parasites to make the system healthy again. “They” are currently the same ones that put bad laws into place and have refused to make them right. They all know that No Child Left Behind had “unintended consequences” (update: that was not corrected by ESSA — the Every Student Succeeds Act). Certainly they must know it is wrong to sit by and let the “patients” suffer.

“They” are our congressional representatives, governors, and chief state school officers. And so many other groups have offered better treatment solutions.

It is hard to rid ourselves of things we can’t identify.

So my prescription is multifaceted. Expose the parasites. Call them out; ask for answers as to why they have not acted to correct the law and what their intentions are. Ask for documentation of their work. Rather than a FEDERAL “accountability” mechanism for local schools, where will the accountability of the government to the People going to happen?

Demand it! That is what congressional oversight hearings are supposed to do. The public deserves to know how their U.S. Department of Education sees its role in our public schools and what they are doing to better serve our nation.

Let’s get rid of some educational parasites.

Then, the very best medicine I can prescribe is prevention of the problem in the future.

We need involved, informed, forward-thinking leaders that will work with and for us — not against US! I can only hope all political parasites will be exposed and remembered in November —- consistently, every November, until the problem is eliminated.

“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.

A Call for Leadership on Testing

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The Call

The Call

Ever hear a lone coyote howling in the wilderness? If you have, you might also have wondered how long he will go on before another answers his call.

That is how it felt to be “in the know” about standardized tests during the late 90’s when it hit my state and my kid’s classrooms. Where was the information about the ethical use of standardized tests? Where was the information about the strengths and weaknesses of their uses? And today, will this opt-out movement produce any different result? Depends.

I have no reason to believe that our current teaching force or certified leadership is aware of the lessons from the past. In the early 1930’s, the “efficiency movement” proved standardization of teaching was detrimental. In the late 30’s, we proved that standardized tests used as a judgment for school quality narrowed the curriculum and was “deadening to instruction.” And what did we learn from No Child left Behind – the longest, largest experiment in standardization to date?

My hope for the next generation rests on leadership – of all kinds, from all sectors of society. Answer the call.

Efficiency in Education: What Does That Mean?

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How many times have you heard a politician publicly push the concept of efficiency in education reform?

But thanks to the ever-growing strength of education business lobbyists and the laws they have promoted, the result has been that our public schools have progressed towards privatization in leaps-and-bounds for the last three decades. Where has that “progress” towards efficiency in education really gotten us?

Grinding forward or to a halt?

Grinding forward or to a halt?

Many have been sold on the idea that you can’t change the system; the entrenchment of the system itself is proof of that, right?

Many believe they can’t improve their own schools and, unfortunately, in some places this is true. But that is exactly where we need our representatives to put forth policy that promotes real school improvement practices. We need laws that protect and serve the learning needs of children. We need a system responsive to their needs. That is where efficiency in education begins.

Why do we keep doing the same things over and over —higher standards, “better” tests, and new accountability systems— and expect different results?

Maybe it is just easier to have someone else take care of our kids. Kids can be tested, sorted, categorized, graded, funneled into programs deemed appropriate, and the outcomes can be efficiently made to fit the predicted needs of corporations. Is that what we call an efficient system? For a free society based on justice and opportunity, is that the type of standardized education system the people are asking for? It is what we are getting.

Efficiency in education means putting our dollars and human resources where they can do the most good for the students. What we are doing instead is working to standardize minds.

The system — since Brown versus Board of Education — stands to promote quality education and provide a way to deliver on the promise of equal opportunity for children. Efficient means “working well.”

Spring Cleaning: Letter Discovered

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You never know what gem you might find when spring cleaning. Here’s one to consider when looking at how we might truly improve public education.

My Message to Parents and Other Concerned Citizens About Cleaning Up the Mess Created by Outcome-Based Theory:

This current standards and testing movement that began 30 years ago is a bipartisan effort to make the “outcome-based” model for education “work.” The education industry has done quite well while our children have not.

The goal set by law, in No Child Left Behind, is unrealistic, unattainable, and frankly undesirable. Our American character embodies the ideals of freedom of thought, equality of opportunity, pragmatic resourcefulness, and individuality. This law standardizes the education “outcome.” Who defined this outcome for our children?

We should define the role of the federal government.

We must define the role of the state.

Locally, it’s time to take back our schools.

At all levels, it is our right to know the facts, to hear the truth, to be informed. It’s time to use politics to take politics out of the education equation. As a nation, we must press our candidates and those already in office to answer to us. Accountability starts with them, not our children’s test scores.

No Child Left Behind is the national education issue worthy of our undivided attention.

With Heartfelt Sincerity,
Victoria M. Young

I AM A CITIZEN

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My stakeholder group is the citizens of Caldwell, Idaho and we are not fairly represented on our governor’s education task force or in the education debates in this country.

I AM A CITIZEN. When we are treated like bumps in the road, our input and human potential is crushed. That action adds to a climate of despair rather than contributing to a climate capable of producing a professional learning community – “a way of working together that results in continuous school improvement” (Hord, 1997).

SOLUTION: STOP dismantling the system; instead, tear down the barriers to public participation. THAT IS MY MESSAGE to “officialdom.”

SOLUTION: — USE WHAT WE KNOW. THAT IS MY MESSAGE to all. No one person has all the answers and that is why educating children must be a WE effort. We know we need quality leaders, teachers, materials, and adequate funding.

Other SOLUTIONS: A high-quality annual State of Our Schools Report, high-quality parent education, and real community engagement which requires a process that continuously provides for a meaningful exchange of ideas to occur.

A successful outcome in education reform depends on our quality of thought and ability to ask good questions. If “leaders” aren’t examining the FAILED guiding principles, beliefs, and assumptions of the current unsuccessful “reforms”  – then they aren’t being honest with us and we are doomed to repeat the mistakes of the past.

WE already have an abundance of solutions. WE need to use what WE know.

The PROBLEMS are national but solutions TO CULTIVATING a CULTURE of LEARNING will always be local. For continuous improvement to occur, citizens must take back their right and responsibility to actively participate in the education reform process.

Reform Tool Kit

Reform Tool Kit

 

To Parents

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Could these words have been clearer?
From a Nation at Risk to Parents,
“You have the right to demand for your children the best our schools and colleges can provide. Your vigilance and your refusal to be satisfied with less than the best are the imperative first step. But your right to a proper education for your children carries a double responsibility. As surely as you are your child’s first and most influential teacher, your child’s ideas about education and its significance begin with you. You must be a living example of what you expect your children to honor and to emulate. Moreover, you bear a responsibility to participate actively in your child’s education.” (National Commission on Excellence in Education, 1983, p35)

Yes, the message could be clearer.

YOU are your child’s first and most influential teacher.
YOU are a living example for your child; stress the importance of education.
YOUR vigilance is imperative to our schools being the best.
YOUR responsibility is to participate actively.

To the Public: What door can you open?

To the Public: What door can you open?

Because I was given the opportunity to write for The Federalist Papers Project yesterday, I tried to make the message clearer, today.

Maybe opportunity does open the door to improvement. Please think about (and act upon) what doors of opportunity we can leave open for the next generation.