Wow!

I found this article in the Education Policy Blog about a new study, and must share:
Are Private Schools Better Than Public Schools? New Book Says ‘No’

Teaching methods, teacher professional development, and other factors result in a better outcome in our public schools! And the favorable comparison applies not only to the charters, but to the bona fide private schools as well.

It is often assumed that private schools do a better job educating children than public schools, but a new book, “The Public School Advantage,” which is being published this week, shows this isn’t the case. Here’s a piece the authors, Christopher Lubienski, a professor in the Department of Educational Organization and Leadership at the College of Education at University of Illinois, and Sarah Theule Lubienski, professor of mathematics education in the College of Education at the University of Illinois.
…
We found that once we account for the fact that private schools serve families with more advantages associated with academic success—things like money and highly-educated parents—we find that public elementary schools are, on average, simply more effective at teaching mathematics. Indeed, demographic differences more than explain any apparent edge in the raw scores of private school students, and by the time they reach middle school, public school students score ahead of their demographically similar, private school peers, with differences ranging from a few weeks to a full grade level, depending on the type of private school.

I saw this article today: “Testing is Killing Learning” in Salon, and it got me angry enough (again) to share. It’s a good summary of how the battle has gone, and the challenges ahead.

The author, Mary Elizabeth Williams, speaks of pep rallies for testing: “But the ultimate effect had a strangely ‘Hunger Games’ tang to it – a mood of forced, rah-rah reassurance to the terrified children going into the arena, cheered on by those too young to yet participate.”

That image is somewhat humorous – but deadly when it kills the joy of learning! The real challenge is the dumbing down of curriculum – by a program that is ostensibly to boost it! Th irony here is that when kids are exposed to “real” literature and the like they are more likely to be engaged – versus macerated snippets and all-too-often poorly written non-fiction. (N.B. There are non-fiction pieces, and primary sources, that can be quite enthralling.)

But teachers are far from the only ones who feel the effects of the high stakes testing game. My high school teacher friend Ariel says, “My honors English curriculum now contains only two books, instead of the 12 I used to teach. And very few short stories. It’s mostly nonfiction, because that’s what will be on the tests. Any books I teach outside of the curriculum will harm my students’ scores on the tests that evaluate them and my performance. Goodbye, ‘Lord of the Flies.’ Goodbye, ‘Macbeth.’ Goodbye, ‘A Separate Peace.’ Most good teachers are demoralized by the test, and horrified by what it is doing to education.”

And as we know the lower grades also lose valuable teaching time to test prep – as well as a distorted focus:

“Children are getting the message at a very young age that if you pick the right choice between several options you can be successful. That’s not the way to learn, especially creatively. That’s not experimenting or exploring or creating. We’re telling kids that that life is a series of hoops and that they need to start jumping through them very early.”

So who really benefits from all this? According to Diane Ravitch:

And it’s a system that, as Core Standards are being implemented around the country, seems built to fail. “All the passing ratings are going to go down about 30 percent this year; that’s what they’re predicting,” says author, advocate and education historian Diane Ravitch. “The dark view is that they want everybody to fail and they want people to say the public schools stink, so they can push for more vouchers and more charters. I can’t describe what’s going on without thinking that we’re in the process of destroying American public education.”

There is also mention of origins of this the “Texas Miracle,” which later evidence shows was a fraud.

So who really benefits from all this? (reprise):

Pearson Education ….

Ms. Williams mentions a principled retirement / resignation letter from New York teacher Gerald “Jerry” Conti. It’s sad to see. Perhaps he just got too ground down.

So we must continue to “fight the good fight.”

This article was originally titled “Common Core smacks of cyanide?” but it’s really about high stakes testing.

I remember the foreboding I felt when I read in the Dispatch about $29 million in cuts for C.C.S.

Then I saw Dr. Gene Harris’ letter, I sensed the pain in her words — and I felt the pain — as she wrote:

Clearly, to extract another $25 million from an already lean budget means that the majority of the impact is going to be realized through staff reductions – equaling more than 300 positions across all levels of the organization.
…
This is unquestionably a very difficult time. While these recommended reductions fulfill our need to save money, they most assuredly do not make us better or enable us to more effectively support our schools or students.

(emphasis mine — This letter may be found in the March 8 eNewsletter. This may be found here. You can sign up for these here.)

I now have seen some specifics, courtesy of the Columbus Education Association. in their March 11 issue of their newsletter, the Voice, they included a link to a PDF:
DRAFT – Columbus City Schools Recommended Budget Reductions for FY2014 – 3/5/2013.

It’s ugly!

“Highlights” include:

• elimination of 5 regional GT coordinators
• elimination 2 High School Coordinators
• elimination 1 ECLIPSE Coordinator
• elimination of 1 Testing coordinator
• elimination of 1 Secretary

As one summary describes, “There will be no High School or Eclipse Coordinators remaining. There will be one Testing Coordinator that will be reassigned to the Office of Performance & Strategic Initiatives (OPSI). Redistribute work loads to remaining staff and Supervisor.” …
This will leave us with 28 GT positions, down from 55 a few years ago. Your favorite specialist may soon be be gone — or you’ll see him or her much less often.

And that’s only the specifically gifted and talented cuts! There is plenty of misery for all students with concurrent impact on GT kids.

• reduce a class period in middle and high schools. … a seven-period day
  starting next school year. … seven years ago, (doing this) had a devastating effect on the academic program
  and minimized opportunities for our students.
• cuts in arts, field trip transportation, library staff, athletics. … “Research shows that an
  increase in physical activity and participation in the arts result in improved academic performance. We can expect a rise in discipline referrals and a decline in student attendance and achievement when these programs are cut.” even for gifted kids

I lay a lot of blame in this to the Columbus Dispatch, who made it impossible to pass a levy last November (during a general election), by their constant churning of the enrollment “scandal” story, as well as constantly hammering the Board, Dr. Harris, and everyone down to the custodial staff. … Add the uncertainty of the C.E.C. (“Mayor’s Commission”) sometimes seeming to work at cross purposes to the Board as the later seeks a new superintendent, and we have a

CRISIS!

Now we need to deal with this ASAP, let our voices be heard, and seek ways to mitigate or reverse the impending damage. What can we do?

Some thoughts:

1. We need a new superintendent ASAP — according to the Board’s original schedule. We cannot have C.C.S. under the care of an interim leader when action is needed. I do not believe the myth that we can’t get top people due to the “scandal.” On the contrary, we need strong leadership to resolve issues quickly, as well as deal with issues like this budget shortfall and the need to expedite a levy!
2. We need a levy ASAP! Perhaps we could pass one in a Special Election?! We could cancel the cuts when it passes — or even hold off on them until such. (Implementing these cuts will irretrievably lose good teachers, as imperiled people accept positions elsewhere. They would be unavailable for reinstatement.) … We could press the board to seek an emergency levy. I’m sure Dr. Harris would fight for it until midnight on her last day … and a permanent successor would follow up.
3. The truth is that cuts like this will hobble C.C.S. This could drive away superintendent candidates — as well as concerned parents of gifted and talented children, and many more.

Some of us (parents, teachers, administrators, Dr. Harris) have been working our tails off on the Task Force for the Future of Gifted and Talented, seeking to come up with some great ideas to extend and improve the programs at Columbus City Schools. These proposed budget cuts endanger everything.

We must fight.

What are your thoughts?

Scott

N.B. The amount of the shortfall roughly equivalent to the gap in funding expected from the state of Ohio.

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