The contemporary "reform" movement is based on the principle, however, that educators cannot be granted the autonomy of deciding whether they commit to building trusting relationships with students or whether "In Data We Trust." The immense body of social science that describes the emotional dynamics of schooling that was to be flushed down the toilet. Test-driven "reformers" demanded that we teach primarily to the narrow part of "the Head" that processes Big Data.
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February 28, 2013
February 24, 2013
One does not need to be a "conspiracy theorist" to connect the dots here. We have a local school board race that has become the focus of a coordinated effort on the part of the wealthy advocates of corporate reform. This is no conspiracy. It is neither secret, nor is it illegal, thanks to rulings like Citizen's United. It is perfectly legal for billionaires to, in effect, buy up local school board races. And it is perfectly legal for them to hire "journalists" to write stories largely sympathetic to their point of view. Fortunately, it is also still legal for skeptics to point out all of the above, and suggest the voters of Los Angeles might want to think twice before they vote.
February 21, 2013
The Metlife Survey of the American Teacher is out, and it shows that more than half of all teachers feel under great stress. This relates closely to the number of teachers who describe themselves as "very satisfied," which has fallen to an all-time low, at 39%.
February 19, 2013
In order for our public schools to thrive they need to have the flexibility to meet the needs of the widest range of students possible. They need adequate funding and the support of their community - and that means we pull together and make sure that our district schools do not become the reservoir of last resort, overburdened with students left behind by charter schools seeking competitive advantages.
February 16, 2013
we have been told that the only way schools can improve is through "scalable" reforms. What does that mean? It means that whenever we come up with some great initiative, the only way it can make a difference is if it can be packaged and replicated. There is certainly value in sharing great models, and many can be built upon and re-created anew. But I believe there is an underlying bias towards uniform solutions that are packaged and sold as innovations.
February 12, 2013
Schools today are seeing an unprecedented expansion of federally-driven accountability practices. In addition to annual high stakes standardized tests, more and more students now take interim assessments for use in teacher evaluations, mandated by NCLB waivers and Race to the Top grants. Soon we wil...
February 08, 2013
I will accept that the Gates Foundation may not be able to address all of these problems directly. But according to Bill Gates' annual letter, the sheer act of measuring things and setting goals around them has tremendous power. I believe his school reform project is failing in large part because of the error he identified. It has been measuring the wrong things. If the Gates Foundation is unwilling to tackle the scourge of poverty directly, could it at least begin to actively measure and set goals for some of the things identified here?
February 04, 2013
The drive towards Common Core State Standards and standardized assessments to enforce them has been described as an unstoppable train, and teachers are warned that we had better get on board with the process, or risk being run over. But opposition to this juggernaut is emerging from some surprising places, which creates the possibility of some unusual alliances.
February 02, 2013
The "charter movement" has recently recognized that they are vulnerable to charges of hypocrisy if they demand that traditional public schools be closed for poor performance, but fail to enforce the same standards on charters. This report proposes that we spread the churn that currently plagues public schools into the charter sector. This may be more "fair," but is not, from my perspective, likely to make things much better for students.
January 31, 2013
I have become increasingly concerned that public education in the United States is seen as a private commodity rather than a public good. Too often, value is defined as something that I have and you don't, if we both have it, it can't possibly be valuable, regardless of what the "product" actually is. The current achievement disparity between different groups of students is not only a moral imperative, it's an economic one. If we don't better serve children that are poor, African-American, differently-abled, Latino, immigrant or English Language Learners, our economy will greatly suffer because the tax base will decline substantially. I believe that communities have to define what they want from their public schools, organize systems around their vision, and then make sure that all schools within the community have the capacity to achieve it. If we continue to think of excellence as a zero-sum game we will continue to allow too many schools to fail rather than build their capacities to improve.