Posts Tagged 'NCLB'

It’s A Scam

Over the past several years public education and public school teachers have become the whipping boys for everyone from presidents of the United States to governors, mayors, various political appointees such as secretaries of education, newspaper and magazine reporters, and others who share one vital characteristic: virtually none of them are professional educators with any experience or training in education. Everybody is an expert when it comes to criticizing public education and teachers. These self-ordained opinionated grandees have a bully pulpit from which to deprecate professional public school educators. Their opinions sell newspapers and magazines sowing doubt and mistrust of a public institution that has been a pillar of society since the Massachusetts legislature appropriated 400 pounds for public education in 1676.

What is going on now is a scam actually, and it’s way past time for this fraud to be called out. This is not to say that public schools couldn’t do better or that all public school teachers are great. That isn’t the point. We are, after all, dealing with children on the one hand – young human beings who come in a variety of skills and intellectual levels, and from home environments that may or may not support or value schooling. On the other hand, not all teachers are created equal, nor would any professional educator claim otherwise.

We have to concede something is afoot that doesn’t bode well for public education when the president of the United States nominates and a Republican-dominated Congress installs, Betsy DeVos as Secretary of Education at an annual salary of $162,000, a millionaire, a charter school cheerleader, who has no education credentials, never attended public schools, and whose own children did not attend public schools. Across the country governors have appointed officials to oversee public education who have the same lack of credentials as DeVos, acting like foot-soldiers marching to the same destructive agenda to denigrate public education and teachers and to promote charter schools.

In New Mexico the Secretary of Public Education receives an annual salary of $126,000 – a substantial amount of money for an un-credentialed privatization commando vetted by Jeb Bush, another anti-public – education activist, to oversee credentialed teachers whose average annual salary is about $47,000. It isn’t just Republicans – the Democrats, including Barak Obama and his Chicago pals, have been at privatization hammer and tong for more than eight years themselves. The pattern and motives of these “reformers” are far too obvious to deny or ignore, and it has nothing to do with better educational outcomes. It’s all about money. It’s all about privatization – getting private fingers into the public till.

The irony  is obvious – taking money from the taxpaying public to destroy a vital public institution that, unlike charter schools, must take all comers. Interestingly the attack on public education also comes with a heavy dose of political rhetoric and practice aimed at damaging what’s left of democracy and a civil society using tactics and strategies like voter disenfranchisement and racially motivated redistricting to make voting more difficult. Of course the attacks on public education have been going on for years. In the past the arguments were different and not motivated by greed but by ideas and theories of education. John Dewey described it as the “opposition between the idea that education is development from within and that it is formation from without”. The argument was not motivated, as it is today, by venality but by whether learning is personal and education is social – it was about education as a vital social institution essential to a democratic society.

What you are also not hearing about from the self-anointed reformers is any mention of the critical role of parents in their children’s education, mainly because it would be bad politics to alienate them. However, parental involvement is the most essential element in childhood education. Parents must participate, they must monitor, they must have expectations of their children and enforce those expectations. Teachers cannot do this alone. Another canard is the slavish imposition of testing regimes based on the false assertion that all children are somehow created equal in their learning abilities and interests and so should all test out equally at the same time.

These are cruel and self-defeating assumptions that discourage authentic teaching and learning. We have been inflicted with Common Core, No Child Left Behind, so on and so forth with no end to the important – sounding organizations, programs, initiatives, and whatever else can be conjured to promote the idea that public schools are failing. None of these programs existed in the 1940s and 50s when public schools were turning out well-prepared students. The future was bright with promise; Dads and Moms paid attention to what their children were doing in school and heaven forbid that you took home a report card that indicated lack of attention and achievement. Parents were summoned to have a chat with the teacher and a child’s failure to apply themselves to learning was dealt with.

Public education was not a perfect system then but it worked, and one reason it worked so well was because, in addition to parental involvement,  there was an economy. It didn’t matter if a kid was in an academic or a vocational track, there were jobs and opportunities, there were incentives. It was a different world and no one was promoting the idea of schools as profit centers. Teachers were respected members of the community. There were parental and community   expectations of good behavior and respect towards teachers and adults in general. We need respect for teaching and learning, for personal achievement, and for each other. In the end what we need is rational school reform, not radical school reform.

     

Susana’s Trojan Horse

Here we go again, more of the relentless pursuit of public education, public school teachers, and the future of New Mexico’s children. The Governor’s empty meme about ending social promotion is intended to appeal to an audience that knows nothing about teaching and learning. Holding kids back is not educating them — it is humiliating them and nothing more. Public humiliation of children is not and never was, a proper or true pedagogical method. Although devoid of valid educational content third grade retention is a useful Trojan Horse. And, like that legendary ruse it is hollow and full of danger. Grade retention creates more resentment than any positive educational outcome, it is simply antedeluvian, so why do it? If reading by third grade is some sort of holy grail, and there is no objective proof that it is, then the proper response is to determine why a kid isn’t learning and deal with that. Grade levels are arbitrary, they are merely inventions for administrative convenience. Everyone, including the Governor and her nominee for Secretary of Education, learns at her own rate – obviously a bit slowly in some cases perhaps but with proper pedagogy she can learn.

This war on education that has nothing to do with improving public schools. It has only one objective – privatization. No Child Left Behind, Common Core, charter schools, one Trojan Horse after another. Test this, test that, tests and more tests to no end but to prove public schools are failing. Failing what? Failing to put money in the pockets of the so-called reformers like Rupert Murdoch and the Koch boys. It is nothing less than creating a crisis and offering a solution to it; exactly like starting a fire, pretending to be putting it out, and attracting a lot of public attention. What better way to put wannabe presidential hopefuls into the public eye than to label them education reformers?

While it is true public education could stand thorough and thoughtful discussion, that doesn’t justify the perfidy expressed by today’s self-identifying Republican reformers. The motives, as separate from objectives, are first and foremost profit and secondly – self-promotion. The desired objective – social control by way of dumbing down the public. If you can create a population with few or weak critical thinking skills, they become easy to manipulate. How better to achieve this than by controlling public education and turning it into an assembly line producing the compliant “good” citizens you need. Does this seem totally paranoid to you? Think again. Fox “News” is a good example of this manipulation.

Certainly a well educated thoughtful citizenry would not be willing to go along easily with destroying social security, health care, public safety, safe food, and safe consumer products. A thoughtful activist population is anathema to the relentless quest for profit and accumulated wealth. Consider that the richest of the rich already pay little or no taxes while the middle-class bears the burden. Wealthy individuals and corporations can stash their wealth off-shore because they are “smarter” than the general public and they have the best tax advisors money can buy. In their view, only suckers pay taxes. And, if you can really dumb people down they won’t even notice they are being used as lackeys. Make sure they can buy (on credit) snowmobiles, motor homes, huge screen TVs, one new gadget after another that no one needs – keep them distracted, keep them entertained and they will be willing happy campers. Temporarily lower gasoline prices and people will run out to buy large gas-guzzling pick-up trucks. Stimulus and response. The drones will keep making their installment payments and the cash will flow into offshore accounts. If people can’t make their payments repossess the goodies and sell them to someone else. It’s all good.

Once the “reformers” have their tentacles wrapped firmly around whatever it is they want, the chances of the public regaining it are slim to none. That includes public education because the ultimate objective is privatization and nothing to do with educating children. While billionaires are drooling behind the curtains providing campaign funds, their shameless lackeys are out beating the drums and promoting themselves as educational reformers on the backs of children. It doesn’t take much really, a little vigorish here and there, a thousand here a thousand there, and soon it’s real money – but peanuts actually compared to the possible return-on-investment. Schools, teachers, national education organizations have been forced into a rear guard war against a monster machine that intends to roll over them in the endless quest for profit on the one hand and self-promotion on the other. Never mind the consequences for the American social contract. (Or what’s left of it.)

Public education is vulnerable. Governors and other politicians with presidential ambitions have put schools in a free-fire zone where nothing is logical or sacred. Politicians with no background or experience as educators use issues like third grade retention to draw attention to themselves. The Trojan Horses are being rolled through the gates. Stop them now or lose public education.

The Is and Isn’tness of Public Education

The Is and Isn’tness of Public Education

It’s not about children, people and it’s not about education. It’s about profit. Don’t let anyone, including Arne Duncan, tell you otherwise. The Rupert Murdochs, the Koch boys, the Michael Moes and other billionaires wouldn’t be stuffing vast sums of money into political campaign coffers unless they expected a commensurate ROI. There’s a public money jugular out there and investors are salivating. As Moe himself recently explained, “We see the education industry [my emphasis] today as the healthcare industry of 30 years ago.” He is referring to the American healthcare industry which can’t climb beyond 26th place out of 30 countries, and where the cost of an MRI can range anywhere from $335 to $2844.

The Oxford dictionary definition of industry is “economic activity concerned with the processing of raw materials and manufacture of goods in factories.” Schools as factories, children as raw materials to be manufactured into goods as a form of economic or commercial activity? Does that fit your definition of education?

In the US, monied interests have always exerted influence on public education, but much more directly now that investors are salivating for access to an “industry” of government-enabled testing and corporatized alternative schools. Billionaires are financing political campaigns and candidates, placing operatives in key administrative positions in state education departments. Listen to Rupert Murdoch: “When it comes to K-through-12 education, we see a $500 billion sector in the US alone that is waiting desperately to be transformed.” Who is desperate?

Education reform is now the big target after healthcare. In both cases, equating education and healthcare with industry, humanity is displaced by venality. Education is being drowned in an alphabet soup of meaningless, cleverly contrived names depicting cleverly contrived meaningless programs. No Child Left Behind and Common Core are about business models, not about children. The case of Washington State recently losing its federal carrot for not conforming to Duncan’s Dictates gives lie to any pretense that this is about children learning. Kids in Washington are learning alright, but without the onerous evaluation regimens and pointless methodologies, such as the “counting up” method of subtraction taught in Common Core schools. To their credit, many more states than Washington are pushing back and putting children first.

This IS About Children

Because there are no easy procedural, political, or curricular solutions, public education has been an easy sell for simplistic solutions since colonial times. There are, however, at least three non-simplistic, fundamental reforms which could be implemented to good effect given the courage and determination to carry them out. The first involves innate learning ability, the matter of recognizing basic intelligence. Politicians won’t talk about differences in innate ability because parents vote, and all their children are wonderful and above average. Also because of social and political taboos, educators will not risk alienating parents.

It is just common sense to acknowledge that some children learn faster than others. Some will learn math, reading, or science faster than their classmates. This is no different from a child being a better first baseman than his or her classmates. Schools do talk candidly about athletic skills and, more importantly, they discriminate on that basis without reprisal. It’s a different story altogether, however, when it comes to intellectual ability. No matter what cleverly marketed standard academic achievement tests are applied to children across the board, holding teachers to the charade is fundamentally dishonest. It is unfair to teachers and, even more so, to students who are thus denied appropriate individualized approaches to learning.

The artifices of grade levels from first to twelfth could be done away with and replaced by individualized growth levels and programs allowing for the cognitive and motivational differences between children. This would be true “no child left behind”- every child could ascend at his or her own rate and motivation – there would be no contrived “behind”. Children should not have to suffer the indignity of being held back simply because the system could not do better at serving them. It’s adults who are failing not children.

Second, we seldom hear discussions about how public schools are organized even though school organization is a key factor in their lack of success. Simply put, the wrong people are running schools, and it’s an inverted hierarchy that has crippled education for years. Schools need to be organized around teachers and students, not overpaid and over-empowered bureaucrats. Teachers should determine, according to set standards, curriculum, the evaluation of learners and faculty, and school policy. Administrators should exist to serve the teaching staff – serve being the operative word.

The third reform involves parents. Parents must be held to account for their children’s interest and motivation in the process of schooling. Teachers with classrooms full of students cannot be held responsible for matters essentially parental. It does indeed take a community to fully and truly educate children, and the process starts at home.

The process of schooling cannot be replaced by testing, nor by demonizing teachers or allowing parents to transfer their responsibilities to schools. Thanks, but no thanks, Arne, you are wrong, tragically wrong about all of this. Kids in too many schools are spending their time learning to take tests with real education taking the hind seat, if any seat at all.  When education is drained of its humanizing values and reduced to meaningless rote Pavlovian response, we are creating a nation of sheep.

No matter how you slice it, this present “reform” movement is not about children. It’s about money and most importantly, that is what has to change.

The Betrayal of New Mexico Public Education

Betrayal is an interesting word with many connotations. Generally the word is taken to mean the violation of some form of contract, trust, or confidence – a breech of faith. In my opinion, the children, parents, and teachers of New Mexico were betrayed by the passing on of Hanna Skandera to continue her odious mission in the office of Secretary of Education.

Skandera is a gift that keeps on giving who came to us courtesy of the current Governor’s billionaire campaign contributors including $10,000.00 directly from the Koch boys and $1.3 million from the Republican Governors Association which was gifted with $1 million also from the Kochs.

Skandera, lacks even the most basic of qualifications for the position she holds, the authority she wields and she is paid $125,000.00 a year – more than any classroom teacher could ever dream of earning. Is it ironic that Skandera could not be hired as a classroom teacher in a New Mexico public school? The New Mexico requirements for a teaching certificate at the elementary level are:

1.  A Bachelor’s degree from a regionally accredited college or university.

2.  30 to 60 semester hours in an Elementary Education program including student teaching.

3.  6 semester hours of credit in the teaching of reading if you entered college or university after 8/1/01.

4.  A minimum of 24 semester hours in one teaching field such as mathematics,language arts,reading, history and so forth.

A starting teacher, having met the qualifications above makes on average $32,000.00. Skandera has not met these minimum qualifications and yet is paid 4 times what a qualified starting teacher is paid. Consider for a moment the inversion of values expressed in this distortion. Consider also how insulting and demoralizing it is to be evaluated by a political operative who is less qualified and less experienced than you are.

Skandera was a foot-soldier for one of the major proponents of for-profit public education, Jeb Bush and his coterie of “reformers”, coming as she did from Florida where teachers have been harassed and made miserable to the point of resignation. Many well qualified and dedicated Florida public school teachers quit rather than endure the harassment. Of course Bush doesn’t know anything more about education than do his minions – what they do know is that public education is a soft target and there’s lots of money to made privatizing it.

School teachers are not known to be hard line activists and teaching results are not linear with regard to children’s ages and individual abilities across a school population thus making teachers held to so-called “objective standards” vulnerable. There is, of course, no such thing as a “standard” child but standardized tests are rationalized as ammunition to attack teachers. Also, teacher unions are not famous for weeding out their weak and incompetent colleagues. A quick look at New York City’s infamous  “rubber rooms” confirms that, so there is plenty of blame to go around. Teachers unions desperately need, as do unions such as carpenters and plumbers and electricians do,  to weed out incompetence. This would require in-union testing and rating just as journey-men carpenters have to pass their union’s internal testing regimes. The resulting ratings are unassailable.

However, no matter how you calculate the situation, destruction of public education and replacing it with for-profit assembly lines is clearly not the answer to the question of school reform nor are major initiatives with clever propaganda-like, dissembling names such as  “No Child Left Behind” which have been exposed for the scams they are. Our current President and his hoops playing buddy  are just as dangerous and have been as harmful to public education as Republicans. Neoliberals are like Trojan Horses welcomed within the gates of civility but containing barbarians.

While Republican Senator Mark Moores of Albuquerque considers the day a victory for Skandera it is, at the same time, a terrible and tragic loss for the children and their families, our dedicated teachers, and the schools and communities of New Mexico. They have all been betrayed and at great cost to the embattled social contract which requires children to be educated by and for the community — not by corporations. The future of public education in New Mexico has been betrayed as well and the only apparent solution is an unrelenting effort to unseat Martinez and her gang and send the carpet-baggers packing in the next election. It can be done – it must be done.

Occupying The Narrative

OK, folks, today’s assignment will be to explore the influence in your home state by an organization called ALEC, or American Legislative Exchange Council, and what to do about it.

Let’s begin with a little quiz:

1. Are you aware of the Washington DC-based organization, ALEC, which is funded by the largest corporations and wealthiest individuals in the U.S.?

2. Are you aware that ALEC exists to write what they euphemistically call “model legislation” to hand to your elected officials for them to introduce to your legislature for the purpose of passing business-friendly laws which will govern your life and the education of your children? No mention will be made that these new laws were created in Washington DC and not by your legislator.

3. Do you know that New Mexico’s ABCD-F Act is based on ALEC model legislation and that every bill having to do with education in the 2012 Legislature was originated by ALEC as “model legislation”?

4. Are you aware that the highly publicized Occupy-crashed banquet in Santa Fe was hosted by ALEC for sympathetic legislators?

5. Do you know about the all-expenses-paid sojourns at exclusive resorts to encourage legislators to introduce and pass ALEC-provided “model legislation”?

Does any of this trouble you? I hope so. It certainly bothers me.

A group of legislators in Wisconsin have now introduced a bill that would require that organizations which introduce legislation through compliant legislators register themselves as lobbyists. I would call it the “Truth in Legislating Act.” The story, reported in the Madison Capital Times on Feb. 17, quoted the bill’s sponsor, State Rep. Mark Pocan:  “ALEC is like a speed dating service for lonely legislators and corporate executives. … The corporations write bills and legislators sign their names to the bills. In the end, we’re stuck with bad laws and nobody knows where they came from.” It goes without saying that this form of legislative monkey business is patently dishonest and it seems to be endemic across the U.S. as legislators are wined and dined by ALECian lobbyists, fat-cat donors to their political campaigns who also designate individuals to be appointed to critical positions of authority (e.g. our very own Hanna Skandera) at the state level. This same pattern has been seen in Wisconsin, Indiana, Ohio and other states, as well as New Mexico.

The authors, of a March 2012 Phi Delta Kappan article, Julie Underwood and Julie Mead, both of the University of Wisconsin-Madison, wondered how such a consistent pattern of legislation could appear across the country. “How could elected officials in multiple states suddenly introduce essentially the same legislation?” they asked. Their conclusion after considerable research shows ALEC to be behind it. The UW-Madison professors, no fans of the organization’s motives, wrote that “ALEC’s positions on various education issues make it clear that the organization seeks to undermine public education by systematically defunding and ultimately destroying public education as we know it.”

For your edification, here is a list of New Mexico legislators with published ALEC ties:

House of Representatives

Senate

And here is a list of New Mexico legislation inspired by ALEC:

HB 386 (introduced 2/7/11) “Transparency in Private Attorney Contracts” is similar to ALEC’s “Private Attorney Retention Sunshine Act”

HB 318 (introduced 2/2/11) “Crime of Organized Retail Theft Act” is similar to ALEC’s “Organized Retail Theft Act”

HB 45 (introduced 1/10/11) “Eminent Domain Federal Property Condemnation” (Sponsor: Rep. Paul C. Bandy) is based on ALEC’s “Eminent Domain Authority for Federal Lands Act”

SB 324 (introduced 1/31/11) “Licensure of Secondhand Metal Dealers”[8] is similar to ALEC’s “Responsible Scrap Metal Purchasing and Procurement Act”

House Joint Memorial 24 (introduced 1/27/11), “Requesting Governor to Withdraw New Mexico from the Western Climate Initiative” is similar to ALEC’s “State Withdrawal from Regional Climate Initiatives”

HB 229 (introduced 1/27/11) “Parental Notice of Abortion Act” is similar to ALEC’s “Parental Consent for Abortion Act”

SB 195 (passed 2/17/10) “Sunshine Portal Transparency Act” is similar to ALEC’s “Transparency and Government Accountability Act”

HJR 5 (introduced 1/20/10) “Resolution to Allow Health Care Decisions” is based on ALEC’s “Freedom of Choice in Health Care Act”

HB 105 (introduced 1/19/05) “Income Tax Deduction for Organ Donation” is similar to ALEC’s “Organ Donation Tax Deduction Act”

This is a list of ALEC education “model legislation” which became bills introduced in the New Mexico Legislature.

ABCD-F Act — passed

Education Accountability Act

Having to do with schools, teachers and administrators:

Career Ladder Opportunities Act

Teacher Quality and Recognition Demonstration Act

+ Great Teachers and Leaders Act

A further report on legislation introduced by New Mexico legislators on behalf of ALEC can be found at: ALEC inspired bills in the 2011 legislative session.

How we deal with this legislative infusion for the benefit of powerful corporate and financial interests is a question that must be answered before our entire body of law has been replaced by laws written by those interests and for their benefit How do we deal with legislators who are willing to sell out their constituents in return for an expenses-paid trip to an exclusive resort or a fancy meal?

Strategy vs. Tactics

I think attacking ALEC, which has millions of dollars in its war chests donated by the largest corporations in the world, is a futile strategy. Also, attacking the legislators who so willingly surrender their responsibilities for paltry rewards—“atta boys” and banquets from ALEC and its sponsors—will not pay off; what will work is to identify them as such publicly.

Shouting and chanting and storming meetings are tactical; educating is strategic. It is imperative that the narrative high ground be seized, that the narrative be occupied and educative. There is no need to attack ALEC when simply pointing out to the public who they are, what they do, whom they have bought and the effect on people’s lives and well-being would be sufficient. Of course this will take patient, concerted and continuous effort to pull off, but then the 2012 legislative elections aren’t until November. There is hope. There is still time to organize and to keep the narrative going long enough and strong enough to occupy that narrative. And, it is much easier to address these issues from high ground than by slinging mud and thus alienating the public.

It must be realized, I believe, that the general public does not have the interest or faintest clue about the machinations and goals of ALEC. That sort of apathy illustrates the general reality gap between activists and Mr. and Mrs. John Q. Public and, if the issues are polarized along political party lines, the gap gets wider. In any event, the ethical and moral issues here have nothing to do with party because there are ALEC toadies with outstretched palms on both sides of the aisle. They are neither Democrats or Republicans but ALECians.

The campaign against ALEC must always, I think, focus on the issues and the impact of those issues on the public For those whose support you seek, the story has to become their personal narrative. If you do this right, ALEC-free candidates will come looking for you. And when they seek your support it wouldn’t hurt to require a solemn pledge to not succumb to ALEC. Think of yourselves as educators, Occupy, and you are on the road to effecting significant social change. The only people you want to alienate are the ones you don’t like, not the ones whose support you need to create change. At all costs avoid becoming the narrative yourselves; remember, it’s not about you, it’s about the truth.

Sources:

ALEC Exposed home page <http://www.alecexposed.org/wiki/ALEC_Exposed>

ALEC State Chairmen <http://www.sourcewatch.org/index.php?title=ALEC_State_Chairmen>

ALEC model legislation <http://www.alecexposed.org/wiki/ALEC_Exposed>

ALEC model legislation – education <http://www.alecexposed.org/wiki/Bills_Affecting_Americans%27_Rights_to_a_Public_Education>

list of politicians <http://www.sourcewatch.org/index.php?title=ALEC_Politicians>

New Mexico legislators w ALEC ties <http://sourcewatch.org/index.php?title=ALEC_Politicians#New_Mexico_Legislators_with_ALEC_Ties>

Originally appeared at The Light of New Mexico:http://www.thelightofnewmexico.com/

A Momentary Lapse …

A Momentary Lapse of Character

In a moment of uncharacteristic candor and persona, Hanna Skandera, the twice passed over candidate for New Mexico Secretary of Education, had this bit of truth to say about her mission: “I came to New Mexico to do a job, and I plan to do that job.” With the tacit approval of legislators on both sides of the aisle, what a job it is she is doing to schools, teachers and students.

By not taking up Skandera’s confirmation and rejecting her Legislators obtained by default their personal “don’t blame me” licenses. Clearly the “job” she refers to is bringing New Mexico into line with the educational policies of ALEC including their spawn of phony “foundations”, “institutes” and her other corporate sponsors. Nearly verbatim copies of ALEC promulgated educational policies, the ABCD-F Act among them, have been presented and passed into law. This is happening without critical analysis, proper public discussion or truthful disclosure of sources nor an understanding of the strategy, purpose and ultimate consequences imbedded in those new laws.

The same underhanded conspiracy is taking place across the United States and besides New Mexico, Wisconsin, Connecticut and Florida are good examples. State legislators elected by their constituencies in the belief that they would write and pass legislation particular to their constituencies are carrying water for a private organization, ALEC, introducing bills written by ideological trolls in Washington DC. Of course to prepare them for this mission legislators are wined and dined at exclusive resorts sequestered by armed guards to keep out the prying eyes of the public and the press. If a resort isn’t handy ALEC will happily pick up the tab at an expensive local restaurant as it did recently in Santa Fe. Either way ALEC picks up the tab and asks only that you introduce the bills they have written as though they were your own. It sounds a lot like a conspiracy scam doesn’t it? Personally I want my elected representatives to write their own legislation based on what we in New Mexico need and not what some corporate sponsored bill mill in Washington DC is cranking out.

In Wisconsin, Connecticut and Florida state legislatures already have been and are uncritically passing new laws governing schools to enable take-over by private charter schools, the devaluing of teachers, and the mechanized stupidizing of the educative process. What is the motive? Among other things like destroying organized representation for working class people, the end result ALEC and it sponsors want is to take over public education for profit. In some places people are waking up. In Wisconsin for instance they are recalling their recently elected Governor, Scott Walker, who, like Susana Martinez in New Mexico, was sponsored by the Koch boys and the ALEC. This recall business can happen anywhere when people realize they are being sold out by their elected officials. Throw the bums out of office and start over; that’s how it done unless of course you are happy with the idea of uniform laws promulgated across the country written by ALEC and passed by corporate toadies in state legislatures.

What’s at stake here? Well, how about your democratic form of government for starters? How about schools accountable to their communities as opposed to schools accountable to their stockholders and corporate managers. How about honesty and above the board legislative dealings. How about doing your job as a legislator and doing the dirty work that job sometimes requires? If all you think about is being re-elected and not wanting to affront some of your constituency or potential fat cat donors then you are not doing your job and don’t deserve to hold office. In the final analysis it isn’t whether Skandera was approved or not, what matters is that you had the courage to take up the matter and deal with it. We are now into the 2012 legislative election cycle and November will be the reckoning. I’ll bet education is going to be on  the agenda.

It was announced this afternoon, Wednesday February 15th, that New Mexico had been granted exemption from the NCLB business. President Obama’s hoops buddy came through for Skandera on this matter which is by definition, is no more than a straw issue. In fact what has been achieved is exactly no more than this: New Mexico, you no longer have to walk backwards but you will have to walk on your hands and knees. Keep going. Boy whoopee! Such a deal…..

This essay first appeared at: http://www.motivationalbooks.com/thelightofnewmexico/

How Great is Great?

New Mexico Teachers: How Great is Great?

Last week legislators from around the country flocked to an all-expense-paid (including travel) get-together at an exclusive island resort off the coast of Florida—the Ritz-Carlton on Amelia Island. The tab was picked up by ALEC (American Legislative Exchange Council), leaving one to wonder just what the legislators exchanged in return for the pleasure of their company. The party was labeled “ALEC K-12 Education Reform Academy.” Oh, and the party was closed to the public and the press and protected from intruders by private security guards.

New legislation regarding teacher evaluations now being proposed in the New Mexico Legislature to “evaluate” teacher performance has been derived from examples of “model” legislation provided to legislators by ALEC. The ALEC is sponsored by large corporations and billionaires with visions of new sources of wealth beyond the dreams of avarice, and the organization provides legislators with what they euphemistically refer to as “model” legislation. The model legislation is provided to legislators on a number of topics and is written to specifications dictated by the corporate sponsors of ALEC to serve their ends. In the case of public schools the ultimate goals are to privatize public education, eliminate teacher unions and make money for the sponsors. Simple enough.

We have had an example in New Mexico of such ALEC-dictated legislation in the form of the ABCD-F Act. A great deal of the language and intent in that travesty flowed from ALEC plumbing where it was called the “Education Accountability Act.” Presently we are seeing two bills, HB 249 and SB 293, wending their way though the Legislature, both having to do with teacher and administrator evaluation. The two bills, sponsored by legislators sympathetic to the governor’s and secretary-designate’s agenda correspond closely to three ALEC-authored models: “Great Teachers and Leaders Act,” “Career Ladder Opportunities Act” and “Teacher Quality and Recognition Demonstration Act.” All you have to do is add local water, shake and bake, and presto, you have made-to-order legislation, compliments of ALEC.

“Great Teachers and Leaders Act”? Just how great can a teacher be when children come to school unmotivated and unprepared to learn? That is not the question being asked, of course, by the sponsors of new legislation being presented at the Roundhouse. When I first read Secretary-designate of Education Hanna Skandera’s public exclamations about how “great” New Mexico’s  teachers are and how she wanted to climb up to the roof-tops to “scream” out how much she loved and respected teachers I knew exactly what was coming. And I was right. This was a perfect example of what I call damning with cynical praise.

So what is this about? Why do teachers, administrators and schools have targets on their backs? It is because public schools can be replaced, so can teachers and so can administrators. What can they be replaced with? Vouchers for private for-profit schools and teachers from private training programs like Teach For America and K-12, that’s what. This monkey business is not unique to New Mexico either; it is going on across the country, where conservative legislators and governors have taken control of state houses. The attacks on public education are accompanied by attacks on many other public services in order to achieve a political goal of reducing government services and privatizing whatever is left.

What is not being said in this proposed legislation was perfectly articulated by a Santa Fe teacher. Laura Carthy had this bit of wisdom to offer, born of experience: “They want to hold us accountable, but how can they hold me accountable for students who aren’t here, who are constantly tardy and miss five to 20 minutes of instruction a day?” Carthy enumerated many of the issues teachers and administrators face on a daily basis and over which they have no control, such as children not eating, not sleeping and not doing their homework. (S.F. New Mexican 12/18/11) The U.S. Secretary of Education, Arne Duncan, is also an advocate for these neo-liberal policies, and he wants to tie federal funding to Skinnerian testing performance evaluation regimes. While Ms. Skandera is on the rooftop and Arne is shooting hoops with the president people like Laura Carthy are in the trenches.

In December, 2003 Ms. Skandera appeared at a luncheon as a Hoover Research Fellow with her mentor and distinguished Hoover Institute professor, Richard Sousa. Interestingly, Sousa is best known as an expert on labor economics and, incidentally, K-12 education. Sousa and Skandera reported on their research and offered suggestions for improving education through school choice, testing and accountability. The term accountability in Sousa’s parlance includes evaluating teachers, hence our Secretary-designate’s ABCD-F Act and now proposed legislation in the form of HB 249 and HB 293. As the old saying goes, the apple seldom falls far from the tree. In this case Professor Sousa’s former research assistant is following the script, and what has followed are the three pillars of the New Mexico ABCD-F Act and the new teacher accountability legislation— school choice, testing and accountability.

This essay first appeared at Light of New Mexico

 

 

Listen and Show Some Respeto

Listen and Show Some  Respeto

Listen, Listen. Listen. That was the watchword, the first principle I was taught when working for the University of Wisconsin Extension Services which I did throughout my graduate studies. I traveled that state conducting extension service programs all of which were developed by listening to the communities we served. When I was first elected majordomo of my acequia here in the northern mountains I spent most of my time asking questions about what was needed to make the ditch function more fairly and efficiently and listening carefully to the answers. I sat for hours listening to viejos tell me the history of this very old acequia dug by hand from the mountain to the meadows. Respeto. I spent my time getting to know the families served by the ditch and walked the land the acequia passed through from the mountain presa to the last gate at the farthest end of our llano’s irrigated fields. This was my experience in Wisconsin coming into service in New Mexico and tempered by Governor Lew Wallace’s dicho – “Every calculation based on experience elsewhere fails in New Mexico.” I had no “calculations” but knew that listening to people tell you about themselves, their needs and their experiences will not fail you and a plan will make itself evident in proper time. Listen.

Our Secretary-designate of Education has not distinguished herself with a willingness to listen and this is not without consequences. New Mexico failed to receive a waiver of the NCLB requirements because the Secretary-designate of Education and her allies were eager to push their imported, ALEC-inspired ABCD-F Act through the legislature. In passing this piece of retrograde legislation the State failed to meet the Federal requirements for exemption from the NCLB. Interviewed on the KOB-TV web site, APS Superintendent of Schools, Winston Brook, voiced his opinion that the ABCD-F grading system didn’t meet federal requirements. Winston went on to say that Skandera was made aware of those concerns before she released the grades. Brooks was also aware that the U.S. Secretary of Education had written a letter to Skandera telling her she needed to address the issues. Obviously the federal concerns were not dealt with in a timely manner hence no exemption.

Carrying water for ALEC has its price and in this case the price will paid by New Mexico’s schools, teachers and children who have been saddled with the ABCD-F Act and will now struggle to be released from the NCLB requirements. There is no denying Ms. Skandera came to New Mexico on a mission and she has been notably single-minded about carrying out her assignment. Her ideological blinders have kept her from grasping the cultural realities of the state including our diverse languages a tradition for which she has demonstrated a profound lack of respete.

Skandera has placed herself within an ideological cocoon comprised of her own imported staff and well paid out-of-state consultants, which has resulted in a tragic lack of critical understanding and ham-handed policy execution. Her reform process has been a self-affirming and thus a self-defeating feed-back loop. She and her advisors have all been on the same page but the book they are using is about somewhere other than New Mexico.

What we have received is a lot of fancy doubletalk such as this recent example from the Secretary-designate: “New Mexico consistently has been ranked 48th, 49th or 50th in most of our achievement rankings, etc.. And for the first time we will be in the top 11 states championing reform, and I believe we are headed in the right direction…”. This statement would be held up for ridicule in any logic class. The speaker equates “achievement rankings” and “championing reform” as though they are equivalents. Reform and achievement are not even remotely the same thing and cannot honestly be used in a comparative sense; they are totally unrelated ideas being force fit into being equivalent to make it sound as though something profound is happening. This is the definition of propaganda –  false ideas spread deliberately to further one’s cause. It’s time for the current Governor and her administration to show some respeto for the people of New Mexico. Escuche, Escuche, Escuche.

This was first published at: http://www.motivationalbooks.com/thelightofnewmexico/

The Tenticles of Profit

PUBLIC EDUCATION AND THE TENTICLES OF PROFIT

A new reality is beginning to unfold. This other-reality is inhabited by fabulously wealthy people who want, indeed are compelled, to become even more wealthy since having all but a tiny percentage of the real world’s income is not quite enough – they apparently want it all. The May 2011 edition of Vanity Fair reports that 1% of the US population takes in 25% of all income and holds 40% of the nation’s wealth. http://www.vanityfair.com/society/features/2011/05/top-one-percent-201105 There is today, it seems, an epidemic of consummate sociopathic greed by people who profit on everyone else’s losses and who buy politicians with the same ease normal people buy groceries. To further their ends the other-reality hosts pool-side gatherings at plush resorts for ambitious and eager other-reality wannabes to discuss how best to go about achieving their agendas. In these settings the wannabes rub shoulders with the other-reality folks and offer their services and willingness to assist the sponsors in their quest for an even greater slice of the National Pie. We can only wonder what the rewards can be for providing such assistance. One example, perhaps, of what possibilities might exist is revealed in how Scott Walker, Governor of Wisconsin, cheerfully responded to a caller he thought was one of the multi-millionaire Koch brothers: http://www.youtube.com/watch?v=WBnSv3a6Nh4

Privatizing Public Education is one potential source of new wealth being explored by the other-reality people. Achieving control of the Public Education system which has existed, for better or for worse, in the US for more than a century, requires operatives appointed to governmental offices of education willing to carry out the agenda, New Mexico being one such example. Why not start the take over process with politicians who could use a little financial help with their campaigns provided by “Foundations” dedicated to the preservation of Democracy? A little help here and there results in such appointments to public office as I have described above and pretty soon you are on your way to grading schools and grading teachers and, in the end the inevitable conclusions that students are failing, teachers are failing and, of course, public schools are failing. Our only hope then in this scenario is privatization.

If you think the above is exaggeration please check out the following web sites which were provided by a reader of one of my earlier essays, “Hemingway” and I share his annotations here, with my thanks:

Hemingway

August 2, 2011 • 9:23 am

The American Legislative Exchange Council (ALEC) sponsored model bills aiming to privatize public education, eliminate teacher’s unions, and make American universities adhere to the right wing and libertarian viewpoint.

http://www.alecexposed.org/wiki/Privatizing_Public_Education,_Higher_Ed_Policy,_and_Teachers

http://www.alec.org/AM/Template.cfm?Section=Home&Template=/Templates/TemplateHomepage/ALEC_1502_20070319T102535_LayoutHomePage.cfm

The Kochs have given ALEC contributions exceeding $1 million—not including a half-million loaned to ALEC when the group had financial problems. “The Kochs’ mistrust of public education can be traced to their father, Fred, who ranted and raved that the National Education Association was a communist group and public-school books were filled with “communist propaganda,”

http://www.thenation.com/article/161973/alec-exposed-koch-connection

Interestingly ALEC was behind the scenes in Wisconsin in the education fight. Read this article by Dr. William Cronin.

http://scholarcitizen.williamcronon.net/2011/03/15/alec/

This is wrong! ”

The Koch Brothers and others of their political persuasion it should be pointed out are not, lest we demonize them, the only example of moneyed people financing a social agenda. Money is power of course and the willingness to use it for social change has always been with us as a society. Recall the Carnegies and Rockefellers and presently Richard Branson, Elon Musk, Bill Gates, Warren Buffet, and so on who are using their fortunes to sponsor scientific exploration and the advancement of technology and knowledge and create a safer disease-and hunger-free world.

WHO IS FAILING WHAT?

Let’s examine the failing schools agenda and how it is being rationalized for public consumption. Are teachers failing? Who says so and what is their agenda? Here is an exchange between the actor Matt Damon (whose mother is a teacher) and a “reporter” from a Libertarian “news” organization: http://www.youtube.com/watch?v=WFHJkvEwyhk&feature=player_embedded

Teachers seem to have become a favorite soft target for the industrial reformers. Teachers are a convenient target for several reasons including their own unions which have failed to seize the moment and take control of the narrative. As an example of the assault on teachers, one of Governor Scott Walker’s first legislative “achievements”, in his opinion at least, was to disenfranchise Wisconsin teachers’ unions. An August 10th, 2011 item on the KOAT-TV web site details the problems teachers in Albuquerque are going to face with a 7% increase in class sizeshttp://www.koat.com/news/28819192/detail.html    And, rest assured these class size increases will result in matching increases in standardized test result failures. This will be one more blow against the autonomy and authority of classroom teachers setting them up as scapegoats for politicians. Teachers will be blamed for the failures and the privatization band will strike up its familiar marching tune – “Privatize, privatize – Oh the results you’ll see. You won’t believe your eyes!

http://www.utahnsforpublicschools.org/policycenter/KeyLessonsClassSizeandStudentAchievement.htm

Tests can also exert a corrupting influence as we recently saw in the exposure of wide-spread cheating of No Child Left Behind test results in Atlanta, Georgia. According to ABC News in reporting the story at the time: “In Georgia, teachers complained to investigators that some students arrived at middle school reading at a first-grade level. But, teachers said, principals insisted those students had to pass their standardized tests. “Teachers were either ordered to cheat or pressured by administrators until they felt they had no choice, authorities said.” In New Mexico 87% of schools fell short in the state-wide evaluations. Are schools failing? The best answer is probably, yes, and for good reasons. Are privatized schools doing better across the board? Not really.

It isn’t that privatized schools, as such, are instruments of some hidden social control agenda, many are not. The KIPP charter schools, for example, are first rate. The administrators, teachers and students are motivated. The educational results gained by these schools are excellent with a high number of graduates going on to college although I am not in favor of using that as an absolute metric for assessing schools and public education. But, more importantly KIPP schools motivate their students to learn. They mentor and develop their teachers in earnest, they engage parents, and they engage children holding their attention for a longer school day and week than public schools do. The “sample daily schedule”, as posted on the KIPP web site, gives teachers two hours of prep time between 8AM and 3PM, during which time they also teach 3 one-hour classes and get a 40-minute lunch break and get an hour for “advisory meetings”.  The hours 3PM to 5PM are a blend  of electives, prep and meetings. These particular charter schools are educating children with great success.

However, in spite of all the good these schools do the question remains – why can’t public schools do the same? Why can’t the existing public schools system be charged with the same responsibility, given the same resources and accomplish the same results?

AUTHENTIC EDUCATION

I have stressed many times in these essays that education is not a manufacturing process and uniformity is not the objective of authentic learning. There is no such thing on Earth as a “Standard Child” and by that reasoning alone standardized testing as the ultimate measure of pedagogical success is false out of the box. To claim otherwise is to trivialize human nature and human experience – it is, in fact, dehumanizing. To contend that standardized testing is a fair and proper method of assessment betrays a diminished view of humanity and ignorance of the educational process. The key to authentic education is interest and when interest is absent so too is authentic learning. Needless to say authentic learning and teaching go hand-in-hand and neither can function when a teacher cannot devote an appropriate amount of time to each learner. So, when a school system increases class sizes and decreases the number of available classroom teachers no claim to authentic teaching and learning can be made. This is a prescription for failure writ large. Class sizes must be adjusted to reasonable levels if effective teaching and learning are to take place. Next parents must be as fully engaged in the process as they are required to be in the charter school schemes.

In a recent news report( http://www.krqe.com/dpp/news/education/social-promotion-could-be-on-agenda) about the push to eliminate, by statute, social promotion in New Mexico, Robin Gibson (A fourth grade teacher at Sandia Base Elementary School) said, ” … it’s unreasonable to think all students learn at the same pace. Kids are all coming from different backgrounds and we need to work with them and not punish them for something they can’t control.”  So, what is the answer to this push, this fixation, to punish kids who don’t learn at the same rate as test writers think they should? How about doing away with grade levels at the elementary level and rather setting performance standards for matriculation? So simple. This is what REAL school reform needs to be about, the simple recognition that children, just like adults, do not all learn at the same rate. Next, in the lower grades do away with the fixation on standardized testing. Tests can certainly be useful as diagnostics (their only real value actually), instruments of policy and policy making or, just as easily, justification for the privatization of public education.

There are people out there waiting to pounce on failed schools and failed school systems. The hucksters will promise greater instructional success with lower costs and greater uniformity of results across the board. This will be brought to you by people who have social control and profit foremost in mind. These entrepreneurs can buy with ease politicians and acolytes; the real victims will be children and the greatest loss will be felt by society itself. Is this the new reality we wish to subscribe to, making rich people richer and, at the same time, impoverishing public education and consequently our children? It will be a hollowing out of the social contract and of our civil society. These possibilities cannot be taken lightly and certainly cannot be dismissed as paranoid rant – it has happened to other countries and societies throughout history and it can happen in the US just as easily. It does us well to consider that those who do not remember history are destined to repeat it.

What must we do to make schools safe from privatization and loss of public control? In my opinion perhaps the most important first step must be to depoliticize public education. This is a matter of grave consequence as partisan politics have no place in the process of schooling. Authentic school reforms must be immunized against politicization, commercialization and interference by people whose only qualification is that they have managed to be elected or appointed to public office. Educators must speak out forcefully, defend their expertise and demand control of the process of schooling. I think class sizes must be held at a level where each child can receive proper attention. How can teachers teach where class sizes clearly exceed any possibility of individualized attention? I cannot emphasize this class size issue too strongly. Each child as a learner is a unique center of experience and each child learns at a rate particular to that child so how then can any normal human teacher accomplish the level of individualized attention required to instruct each child with large class sizes and why aren’t parents up in arms over this breech of trust? Parents must be fully integrated into the educational model as the ultimate source of motivation and discipline. Being educated and being able to test out are two vastly different things. The question is, simply put, what are we after in public education – educated individuals or test-taking automatons?

A New Tower of Babel

THE NEW TOWER OF BABEL

” [H]uman community depends on language” say the authors of the language chapter in the book Deep History (Andrew Shryock and Daniel Lord Smail, Univ. of California Press, 2011). The authors use the lesson of Babel described in the bible as an example of the power of language. According to the Babel story everyone spoke the same language until someone had the bright idea of building a tower so tall they could reach heaven. Their idea didn’t sit well with the proprietor of heaven so he “confounded” their language to prevent the project from proceeding. In short, control language and you control people.

Deliberate inversion of language has always been a favored tool of propagandists and demagogues. Consider just for a moment the current revulsion for and fear of the term “class-warfare” on the part of the 1% class. Another gem is referring to public education as “government education”. “Cowabunga Battyman, th’gummint’s after the kids!” In Orwell’s novel 1984 the users of “Newspeak” employed “doublethink” to manipulate the residents of the country.

To tell deliberate lies while genuinely believing in them, to forget any fact that has become inconvenient, and then, when it becomes necessary again, to draw it back from oblivion for just as long as it is needed, to deny the existence of objective reality and all the while to take account of the reality which one denies – all this is indispensably necessary.

Newspeak and doublethink are now the “indispensably necessary” staples of the venality and political agendas sweeping across the US in the guise of education reform. By deliberately employing language contradictory to common usage and understanding, these interests are confounding the public narrative. The best example on a national scale is No Child Left Behind, which uses carefully contrived testing to leave not only children behind but teachers as well. In these so-called reform programs teaching becomes testing and failure is all but assured. In New Mexico we have the ABCD-F Schools Rating Act to insure failure, failure as defined by interested parties leading ultimately to privately run schools, online course work and what the Act itself refers to as “cyber academies” which, interestingly enough, are not included in the required ratings under Section 3 of the Act. The objective truth here: testing is not pedagogy, it is not curriculum and instruction, it is a strategy to set up public schools to fail and machine learning to prosper.

If you have any doubts about this strategy read the story in the Washington Post about a fellow who is a school board member, a corporate executive with a BS and two master’s degrees. He took the 10th grade reading and math tests required for students in his school district. He said he managed to “guess” the answers to ten out of sixty math questions and scored a “D” on the reading test. Is it any wonder then that these innocuous sounding rating and testing programs like ABCDF and NCLB are condemning public schools to failure? We must rightly ask, why? What’s in it for the perpetrators? What do they stand to gain?

Minions of wealthy business interests have moved across the country installing themselves into state governments and sundry “foundations”, spreading the idea that public schools are a failure and they have the solution – privatizing public schools, privatizing teacher education and installing high-tech teaching devices. Why? Because people like Rupert Murdoch, the Koch boys, Bill Gates and a host of others, having financed politicians as a down payment, are salivating over their potential profits. Rupert puts that potential at $500 billion.

The Tuesday, December 6, 2011, New York Times had two editorial pieces on education. One piece offered a “how to” as in “How To Rescue Education Reform” that sounded a death knell for teachers, describing “Technology as a Passport to Personalized Education“. In both articles what I found more interesting than the standard hollow circular arguments debasing public education and human teachers was that the three authors are all affiliated with Stanford University, as is the New Mexico Secretary-Designate of Public Education. Coincidence? Perhaps, perhaps not.

A viable democracy requires educated citizens capable of critical thinking and a strong sense of community. There is no social dimension to cyber or any other form of machine learning. Machines, by their nature, isolate learners from the social context provided by public schools and from the democratizing influences of that community. The 21st century Tower of Babel has been constructed and the intent clearly is to confound the narrative in order to dismantle the finest, most democratic and enabling institution this country has ever had, public education. At what price?

Henry Giroux, in Education And The Crisis Of Public Values, (Peter Lang Publishing, 2012) writing about what he calls the politics of humiliating teachers, public schooling and marginalizing youth put it this way.

Despite these grave circumstances, we seem to lack the critical language, civic courage, and public values to recognize that when a country institutionalizes a culture of cruelty that takes aim at public schools and their hard-working teachers, it is embarking on a form of self-sabotage and collective suicide whose victims will include not only education, but democracy itself.

This essay originally appeared at:http://www.nmpolitics.net/


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