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Friday, July 19, 2019

Ohio Budget Sets Moratorium on New State Takeovers of School Districts, Fails to Resolve Lorain Crisis | janresseger

Ohio Budget Sets Moratorium on New State Takeovers of School Districts, Fails to Resolve Lorain Crisis | janresseger

Ohio Budget Sets Moratorium on New State Takeovers of School Districts, Fails to Resolve Lorain Crisis
State budgets outline what sort of public investment is possible within the revenue constraints of any state government. They also outline the spending priorities of the majority.  Sometimes, despite laws that prohibit logrolling, they also contain a lot of stuff that has nothing to do with fiscal matters.
Ohio’s new biennial budget reflects a priority for tax cutting.  Ohio’s legislators—despite the 17 day extension required because even the huge Republican majorities in both chambers couldn’t agree on a lot of things—reached consensus that taxes should be further reducedinstead of investing in services needed by the must vulnerable Ohioans.  For example, the Legislature did not raise basic formula funding for 3 school districts already designated in Academic Distress or for the ten additional public school districts teetering on the edge of that categorization.
The Ohio budget conference committee, mercifully, did not insert into the state budget the Senate Education Committee’s long and detailed amendment prescribing a new state takeover plan for the 10 districts threatened with state takeover in the next two years. The Columbus Dispatch‘s Catherine Candisky reports that Senate President Larry Obhof, “said the conference committee… agreed to a one-year moratorium on a controversial law allowing state takeover of academically failing school districts while lawmakers continue work on a solution in separate legislation.”
The Ohio House had repealed the state takeovers of school districts in its version of the budget. The Senate Education Committee had inserted into the Senate’s budget a cumbersome plan that featured a new state School Transformation Board, private takeover consultants approved by the state to conduct “root-cause” analyses, state-approved school district CONTINUE READING: Ohio Budget Sets Moratorium on New State Takeovers of School Districts, Fails to Resolve Lorain Crisis | janresseger

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Here’s what’s missing in music education: Cultural and social relevance - The Washington Post

Here’s what’s missing in music education: Cultural and social relevance - The Washington Post

Here’s what’s missing in music education: Cultural and social relevance

Lee Whitmore is executive director of the Grammy Music Education Coalition, a nonprofit collective dedicated to expanding music education in elementary and secondary schools.
A former music teacher who says he was trained in “the traditional American way,” Whitmore explains in this post what he thinks is missing from too many music education programs in U.S. schools: social and cultural relevance.
According to the Grammy Music Education Coalition, 3.8 million preK-12 students in the United States have no access to music education and its benefits. Yet 89 percent of teachers and 82 percent of parents rate music education highly as a source for greater student creativity.
This post first appeared on the Hechinger Report, a nonprofit, independent news organization focused on inequality and innovation in education. I was given permission to republish it.
By Lee Whitmore
I was trained and licensed to be a music teacher in the traditional American way.
My classes included all varieties of instruments. I sang and learned to conduct bands, orchestras and choirs. I played in ensembles. I took multiple semesters of musical technique, history and theory as well as music education methods.
Almost all of what I just described was traditional. Incredibly traditional. This training has served me well in many aspects of my professional and personal lives but, frankly, these techniques weren’t enough when I got to my semester of student teaching.
I first was assigned to an elementary school in a middle-class suburb of Philadelphia. I worked with young children, sang, moved and danced, and had a blast. Then I got to a middle school in the same district in a CONTINUE READING: Here’s what’s missing in music education: Cultural and social relevance - The Washington Post

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USDOE Alert: Security Breach at 62 Colleges Using the Ellucian Banner Tech/Data System | deutsch29

USDOE Alert: Security Breach at 62 Colleges Using the Ellucian Banner Tech/Data System | deutsch29

USDOE Alert: Security Breach at 62 Colleges Using the Ellucian Banner Tech/Data System
On July 17, 2019, the US Department of Education (USDOE) Office of Federal Student Aid posted the following security breach announcement “regarding the active and ongoing exploitation of a previously identified vulnerability in the Ellucian Banner (Banner) system.
First, to the heart of the matter:
The Department has identified 62 colleges or universities that have been affected by exploitation of this vulnerability. We have also recently received information that indicates criminal elements have been actively scanning the internet looking for institutions to victimize through this vulnerability and developing lists of institutions for targeting with this exploitation.
Victimized institutions have indicated that the attackers exploit the vulnerability and then leverage scripts in the admissions or enrollment section of the affected Banner system to create multiple student accounts. It has been reported that at least 600 fake or fraudulent student accounts were created within a 24-hour period, with the activity continuing over multiple days resulting in the creation of thousands of fake student accounts. Some of these accounts appear to be leveraged almost immediately for criminal activity.
And now, the entire USDOE announcement:
Posted Date: July 17, 2019
Author: Federal Student Aid
Subject: TECHNOLOGY SECURITY ALERT – Exploitation of Ellucian Banner System Vulnerability
The U.S. Department of Education (Department) has obtained information regarding the active and ongoing exploitation of a CONTINUE READING: USDOE Alert: Security Breach at 62 Colleges Using the Ellucian Banner Tech/Data System | deutsch29

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Badass Teachers Association Blog: Charter Scandal a Product of Shabby Law and Ignored Oversight by Thomas Ultican

Badass Teachers Association Blog: Charter Scandal a Product of Shabby Law and Ignored Oversight by Thomas Ultican

Charter Scandal a Product of Shabby Law and Ignored Oversight 

by Thomas Ultican

Originally posted at: https://tultican.com/2019/07/07/charter-scandal-a-product-of-shabby-law-and-ignored-oversight/?fbclid=IwAR23CqY7_uOiqKG_6WiJ0zsck4iY_kUeX2ZzSrZEkBqeFn-TyKa2Uws8v6k
Notoriously clever operators of an online charter empire were indicted for allegedly stealing $50 million dollars. The Grand Jury of San Diego County heard the testimony of 72 witnesses and voted out a 67-count indictment against Sean McManus, Jason Schrock, Justin Schmitt, Eli Johnson, Steven Zant and six others. The charges were centered on the byzantine operations of the A3 Education organization which took full advantage of weak charter school laws in California.
From the indictment,
“Conspirators knowingly obtained state funding for children who were not assigned certificated teachers as required by law, were not in contact with the charter school, and who were not provided any educational services during the dates claimed.”
“Conspirators themselves, and through subordinates courted small school districts across California who were suffering budget woes and suggested they authorize charter schools as a means to generate additional state funding for the district in the form of oversight fees.”

The Small District Authorizer Model

Carol Burris was one of the first people to identify McManus as a predator. In her 2017 investigative report “Charters and Consequences”, she wrote about the Wise school which calls itself a Waldorf inspired charter school. She noted,
“No one really seems to be wise to Wise—except perhaps California STEAM Sonoma, which claims Wise Academy as its project.”
“The former Academy of Arts and Sciences CEO, Sean McManus, described Wise as “a boutique program that people usually have to pay for, so to be part of a free charter school appeals to a lot of people in the area.” Wise and the state funding it brings left the Academy of Arts and Sciences, and so did Sean McManus, who is now listed as the CEO of CONTINUE READING: Badass Teachers Association Blog: Charter Scandal a Product of Shabby Law and Ignored Oversight by Thomas Ultican


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NYS Education Commissioner Resigns (to move to another “Educational Opportunity”): Should the Next Commissioner Be an Innovator, a Reformer, an Administrator? | Ed In The Apple

NYS Education Commissioner Resigns (to move to another “Educational Opportunity”): Should the Next Commissioner Be an Innovator, a Reformer, an Administrator? | Ed In The Apple

NYS Education Commissioner Resigns (to move to another “Educational Opportunity”): Should the Next Commissioner Be an Innovator, a Reformer, an Administrator?
The July meeting of the Board of Regents is usually a discussion of key policy issues to address in the upcoming school year. The issue for the 19-20 school year has been bubbling for a few years: high school graduation requirements; with the underlying question: Do the current requirements adequately prepare students for higher education and/or the world of work? (Read Chalkbeat report here); a yet to be appointed blue ribbon commission will explore over the next school year.
After a few hours of discussion Maryellen Elia, the commissioner, read a statement, after four years in the position she is resigning to accept “another education opportunity.”  The members of the Board were shocked. (Read Chalkbeat report here)
The position of New York State commissioner of education is a complex and, at times, frustrating position.
New York State has a unique method of selecting the commissioner: the seventeen member Board of Regents who are “elected” at a combined meeting of both houses of the legislature, effectively the Democratic majority, hires the commissioner.
In most states the commissioner is selected by the governor, or, a board of education selected by the governor. The higher education governing structures, the CUNY and SUNY boards are appointed by the governor and select the chancellors of the systems.


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Thursday, July 18, 2019

John Merrow: THE PURPOSE OF SCHOOL: "TO HELP GROW AMERICAN CITIZENS"

THE PURPOSE OF SCHOOL: "TO HELP GROW AMERICAN CITIZENS"

THE PURPOSE OF SCHOOL: "TO HELP GROW AMERICAN CITIZENS"

What exactly is the public purpose of school?  Why do communities invest in the education of all their young, instead of simply leaving the task of education to families?  We know that parents send children to school for a host of reasons, but the larger purpose--the communal goal--is worth considering.
Let me assert my hypothesis: the public education system has been highjacked by people obsessed with measurement,  so much so that children are reduced to their test scores.  For about 40 years most school reform efforts have been directed at symptoms, such as low graduation rates, low test scores, or “the achievement gap.” While these s0-called reforms sound great and may even produce temporary improvements, they inevitably fail because they are not addressing the root cause of our educational problems: an approach to schooling that is mired in the past and cannot fulfill the needs of the twenty-first century.
Both Bush and Obama administrations used scores on standardized tests as the most important measure of a teacher’s value. Their mantra was that teachers were the key to student learning. “Outstanding teachers give kids the skills and knowledge they need to escape poverty,” and so on. To my ears, the people who say this are setting up most teachers (and public schools) to fail, because, while that recipe works for a few kids, poverty is a separate problem that those “supporters” seem willing to ignore. And the problem may be worse than most people imagine, because schools rely on a crude CONTINUE READING: THE PURPOSE OF SCHOOL: "TO HELP GROW AMERICAN CITIZENS"

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Los Angeles: Board Member Shares Secret Information with Charter Lobbyists First | Diane Ravitch's blog

Los Angeles: Board Member Shares Secret Information with Charter Lobbyists First | Diane Ravitch's blog

Los Angeles: Board Member Shares Secret Information with Charter Lobbyists First

Jack Covey, a regular reader and contributor, posted the following comment about the latest revelation from blogger Michael Kohlhaas in Los Angeles. Kohlhaas (which may be a pseudonym) somehow gained access to a treasure trove of emails between the Green Dot charter chain and the California Charter Schools Association, as well as between these entities and public figures like school board members. He has published a small number of these emails, and he continues to drop them like bombs (think emails from Wikileaks). What we are learning from these data dumps (drip, drip, drip) is that certain school board members and public officials were more loyal to the charter industry than to the children and public schools of Los Angeles.
Covey writes:
Blogger and L.A. political gadfly Michael Kohlhaas shares confidential emails detailing how CCSA’s Cassy Horton was only one of two people who where provided with the text of (then-indicted-&-future-felon) LAUSD Board Member Ref Rodriguez’s LAUSD board resolution pertaining to charter school oversight, with Horton being provided that by none other than Ref himself.
Mind you, as detailed in Horton’s email, only two people were provided Ref’s board resolution:
Dr. Richard Vladovic, LAUSD Board Member
AND
Cassie Horton of CCSA (California Charter Schools Association lobbyist)
Not the five other board members
Not the LAUSD Charter Schools Division (CSD)
Not UTLA (Perish the thought!)
At this point, more private emails show that CCSA’s  CONTINUE READING: Los Angeles: Board Member Shares Secret Information with Charter Lobbyists First | Diane Ravitch's blog

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Teachers Union President: Illegal Immigrants Don't Cause Overcrowding

Teachers Union President: Illegal Immigrants Don't Cause Overcrowding

Teachers Union President: Illegal Immigration Doesn't Cause Overcrowding, It Makes Public Schools 'Stronger'

WASHINGTON -- Randi Weingarten, president of the American Federation of Teachers, the second-largest teachers' labor union in the nation, said illegal immigration makes America's public school system "stronger" by bringing more diversity. She attributed overcrowding to charter schools, austerity, and privatization.
Some school districts are grappling with classroom overcrowding and English proficiency issues among their student populations. Undocumented immigrants are able to enroll their children in public schools regardless of their immigration status or the status of the children.
Weingarten appeared at a rally outside of the White House on Friday where protestors called for the closure of detention centers for undocumented immigrants caught attempting to cross into the U.S. without authorization. The protestors also called for the Trump administration not to separate children from parents who are apprehended at the border for illegal entry.
"Classrooms, not cages," speakers shouted at the protest, which consisted of many AFT TEACH conference attendees.
Weingarten was asked how the public school system would be able to handle the added influx of undocumented migrants if detention centers were to close. She attributed classroom overcrowding to school choice voucher programs.
"Actually, what hurts the public school system is when charter schools take money out of public schools and that's what creates overcrowding. What hurts the public school system is when state after state after state doesn't pay its fair share and has actually spent less money on public schools -- 21 states that is -- than it did 10  CONTINUE READING: Teachers Union President: Illegal Immigrants Don't Cause Overcrowding

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Congratulations to Breanna Hall, Schott's Proud #PublicSchoolGrad Scholarship Winner | Schott Foundation for Public Education

Congratulations to Breanna Hall, Schott's Proud #PublicSchoolGrad Scholarship Winner | Schott Foundation for Public Education

Congratulations to Breanna Hall, Schott's Proud #PublicSchoolGrad Scholarship Winner
Local public schools and their educators have produced America’s most brilliant artists, scientists, doctors, musicians, lawyers, presidents, and more — people from all walks of life, contributing to society in countless ways.
To celebrate public high school graduates and the educators who helped them along their path, Schott held our first Proud #PublicSchoolGrad scholarship contest. Out of hundreds of entrants, we're proud to announce that Breanna Hall is the winner!
Breanna is a 2019 graduate of Ramsay High School, in Birmingham, Alabama and has been accepted to Alcorn State University. Throughout her high school career Breanna has shown commitment to community service and helping others through Future Teachers of Alabama. Breanna says she was inspired by one teacher in particular, Dr. Tineka B. Peoples, to become an educator herself after college:
"Dr. Peoples is an exemplary person and an ideal teacher. I have been greatly influenced by her honesty, talent, and selflessness. She saw my potential and I am so grateful to have her in my life. The way that she cares for her students and her teaching style inspired me so much that I have decided to become a teacher."
We were impressed by all the students who entered and wish them the best in their college careers — and we look forward to Breanna educating the next generation of proud public school grads!
Help us congratulate Breanna on social media:
   

Learn more about our #PublicSchoolGrad campaign &

Make a donation to Schott to help continue programs like this 

#PUBLICSCHOOLGRAD


Congratulations to Breanna Hall, Schott's Proud #PublicSchoolGrad Scholarship Winner | Schott Foundation for Public Education
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Charter School Case Exposes Big Loopholes in How the State Funds Schools - Voice of San Diego

Charter School Case Exposes Big Loopholes in How the State Funds Schools - Voice of San Diego

Charter School Case Exposes Big Loopholes in How the State Funds Schools
Here are three vulnerabilities the alleged A3 charter school scam revealed in how California tracks attendance and allocates funding that could be exploited by bad actors.


Last month, an explosive indictment filed in San Diego alleged a charter school scam that was both lucrative and audacious: Two men, along with a handful of close employees, managed to siphon $80 million of public education funds into “consulting” companies they controlled.
The grift was multi-faceted. In the most extreme cases, students from summer football programs were enrolled in classes, but did no schoolwork, prosecutors say. But prosecutors also allege that the schools were able to manipulate the state funding system by using irregular enrollment practices on real students. And it is unclear whether state officials have a plan to deal with all of the vulnerabilities and loopholes exposed by those lesser-known aspects of the scandal.
A3 operated at least 19 online charter schools, which were licensed to pull students from 34 counties around the state, including San Diego, according to prosecutors and independent investigators for a statewide charter schools’ association.  Dehesa Elementary School District, a tiny district in East County, authorized three of the schools. One of those is scheduled to close. The future of the other two is uncertain.
Hundreds of charter schools – which are independently controlled, but publicly funded – around the state are, like the A3 schools, “non-classroom based.” In A3’s case, the schools were virtual and operated almost completely online. In other cases, non-classroom-based schools employ an “independent study” method. Students at independent study schools might show up once a week to meet with a teacher and get new assignments.
Here are three vulnerabilities the alleged A3 scam exposed in how California tracks attendance CONTINUE READING: Charter School Case Exposes Big Loopholes in How the State Funds Schools - Voice of San Diego

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MetWest High School Story (Part 2) | Larry Cuban on School Reform and Classroom Practice

MetWest High School Story (Part 2) | Larry Cuban on School Reform and Classroom Practice

MetWest High School Story (Part 2)

Part 2 deals with MetWest High School principals, the design of the school, and the Big Picture Learning network of schools to which MetWest belongs.
School Leadership
The founding teachers left in 2005 and since then there have been four principals who have accepted and adapted the Big Picture Learning design to the contours of OUSD and Oakland students. Eve Gordon an Advisor/Teacher at the school became principal in 2005 and stayed until 2010 when she took a post in the OUSD district office. Thus far no principal has served five or more years.
Sean McClung succeeded Gordon in 2011. Coming from an assistant principal post in another OUSD small high school, the former Teach for America instructor left after two years for a principalship at Impact Academy of Arts and Technology in Hayward, 20 miles south of Oakland. Charlie Plant from the Big Picture Learning network arrived in 2014 and served four years after leading other BPL schools on both East and West coasts. A former house painter and business owner, Plant turned to teaching and administration becoming an advocate for youth who wanted to work in the trades. He returned to BPL in 2017 to coordinate the Harbor Freight Fellows program that have high school students working in manufacturing and craft trades. [i]
Michelle Deiro is the fifth principal of the school since the founders exited MetWest. A former English teacher and department head in an East Bay district, Deiro came to MetWest in 2004. As a Advisor/Teacher, she spent nine years before getting her administrative credential and leaving MetWest for a string of posts in another district, with a charter school in the area, and a hospital. She CONTINUE READING: MetWest High School Story (Part 2) | Larry Cuban on School Reform and Classroom Practice

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Casey, Aspen, United Way & The Two-Generation Con – Wrench in the Gears

Casey, Aspen, United Way & The Two-Generation Con – Wrench in the Gears

Casey, Aspen, United Way & The Two-Generation Con

In a previous post, When We’re The Packages, I discussed the role the Annie E. Casey Foundation (UPS $) played in developing the field of human capital impact investing. One infrastructure element developed and promoted by the foundation is data collection across multiple-generations. Their two-generation approach expands opportunities to profit from impoverished families, because the impact of “evidence-based solutions” can be calculated for both parent AND child.
With Pay For Success: More Data = More “Impact” = More ROI (Return On Investment)
The Aspen Institute’s Ascend 2Gen Initiative ran with the Casey Foundation’s “two generation” concept, turning it into a tool kit that has since been taken up by the National Conference of State Legislators. Ascend is one of many initiatives operating under the umbrella of the Aspen Institute, which is pursuing efforts in the areas of social impact “philanthropy,” community “solutions,” up-skilling and the “future of work,” social emotional learning in children, and a NextGen Network program exploring “ethical” artificial intelligence, underwritten by none other than Microsoft. Take a minute to scroll through the network members; there are SO many.


ALICE Group Photo
Interactive version of map above here.
Few realize there is currently a push to use machine learning on data collected through social welfare systems, though they’ve been discussing it for at least a decade. In 2010, Harvard hosted a symposium, co-sponsored with Accenture (co-creator with Microsoft the ID2020 digital identity system), on what the next generation of human services would look like – essentially, what the “business model” was going to be. The conditions laid out presumed continued austerity, increased demand and severity of need, and rising costs. There was considerable discussion about the use of technology and how to apply it to the human services’ “value curve.” CONTINUE READING: Casey, Aspen, United Way & The Two-Generation Con – Wrench in the Gears
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FCC changes its rules, puts educational broadband service on free market

FCC changes its rules, puts educational broadband service on free market

FCC changes its rules, puts educational spectrum up for open auction
Rural school districts had hoped to close “homework gaps” via access to wireless spectrum set aside for educational use 50 years ago
 A lot has been written about the “homework gap” in recent years, meaning the disadvantage placed on students in low-income and rural areas where they can’t get speedy internet service to keep up with the expectations schools increasingly have for student online access. Some rural districts have started building their own broadband networks, and many others had hoped to follow their lead using a chunk of bandwidth long ago set aside by the federal government for educational purposes.
Those hopes were dashed last week, when the FCC revised its rules and decided to sell licenses to that bandwidth at open auction. At issue is a small slice of electromagnetic spectrum—the frequencies that carry wireless signals for everything from remote controls to radio—that the government carved out more than 50 years ago for instructional television, and later designated Educational Broadband Service, or EBS, for the internet age. Now, on the cusp of issuing a bunch of new EBS licenses that will cover huge swaths of rural America, the FCC decided to turn EBS over to the free market.



The minimal educational-use requirements for EBS spectrum are no more. Even more disappointing to rural education advocates was the FCC’s decision to axe a proposal that schools and education nonprofits get first dibs on new spectrum licenses before a competitive bidding process opens (a pre-auction window for Native American tribes was kept).
“We are heartbroken,” said Tom Rolfes, education IT manager for the Nebraska Information Technology Commission. Rolfes’s group is part of a Nebraska initiative to wirelessly extend school broadband into rural communities where more than a third of the students have no broadband access at home, according to a state study. The Nebraskans already have the wired backbone of their network in place, connecting all their schools. They also have towers ready to blast high-speed internet into surrounding communities. What they  CONTINUE READING: FCC changes its rules, puts educational broadband service on free market

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Law enforcement seizes records of closed L.A. charter school - Los Angeles Times

Law enforcement seizes records of closed L.A. charter school - Los Angeles Times

Law enforcement seizes records of closed L.A. charter school 

Federal law enforcement agents have seized records from the home of the former director of Community Preparatory Academy, a Los Angeles charter school that recently closed amid allegations of fiscal mismanagement.
The raid was carried out Tuesday morning by several agencies working in conjunction, including the U.S. Department of Education’s Office of Inspector General, the U.S. Postal Service and the U.S. Secret Service with assistance from the FBI.
Also taking part was the Los Angeles Unified School District through its inspector general.
The search warrant is under seal and the target of the probe has not been named, but CPA, as the school was known to many, had a lengthy list of problems. The L.A. Board of Education voted in April to close it at the end of the academic year over the objections of its operators.
Supporters of CPA argued, unsuccessfully, that the school was doing well academically and had turned around its management issues. The school district’s charter-school office took issue with this characterization. Academically, the school had a mixed record compared with
nearby traditional public schools, with its students performing a little better in some areas and worse in others. And the district was not persuaded that new management had turned the corner.

“Throughout the term of the charter, CPA has demonstrated a lack of organizational management,” wrote the district’s charter division in a report to the Board of Education.
The district repeatedly sent warning notices over issues such as minimally qualified teachers, inadequate teacher training, misassignment of teachers outside their subject area and a high ratio of substitutes, the report stated.

Some of the financial difficulties stemmed from a slow start. In the first year of its five-year run, school leaders recruited fewer than 80 students, throwing CPA into CONTINUE READING:  Law enforcement seizes records of closed L.A. charter school - Los Angeles Times

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Reforming California’s Dysfunctional Charter School Law | tultican

Reforming California’s Dysfunctional Charter School Law | tultican

Reforming California’s Dysfunctional Charter School Law
By T. Ultican 7/17/2019
Members of the California legislature have engaged in an internecine battle over charter schools. Even the California Charter Schools Association (CCSA) has expressed concern over lawless cyber charters and filed the first known complaint with the California Department of Education over A3 Education and Valiant Prep which were recently charged with stealing a stunning $50 million. California State Sen. John Moorlach (R) is warning that 85% of school districts in California are running deficits. Governor Gavin Newsom has stated “rising charter school enrollments in some urban districts are having real impacts on those districts’ ability to provide essential support and services for their students.”
The drive to privatize schools in Oakland, San Diego and Los Angeles has been fueled by enormous sums of money spent on elections. Billionaires led by Eli Broad and Richard Riordan have successfully installed a former investment banker – a proponent of school privatization with no education experience – as Superintendent of Schools for Los Angeles. In Oakland, hundreds of thousands of dollars have been donated to pro-privatization independent expenditure committees and a similar amount has been donated directly to charter friendly candidates running for that city’s school board. Very few of the donations come from Oakland. The story is similar in San Diego.
With so many extremely wealthy individuals like Michael Bloomberg from New York City, Stacy Schusterman from Tulsa, Oklahoma and Alice Walton from Bentonville, Arkansas continually making six and seven figure donations to CONTINUE READING: Reforming California’s Dysfunctional Charter School Law | tultican

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A Storm is Coming! (…again) | lacetothetop

A Storm is Coming! (…again) | lacetothetop

A Storm is Coming! (…again)

A new Commissioner will have as much impact on our state ed system as a new meteorologist will have on the weather. We will be told a storm is coming, to buy milk, and stay tuned after to see how badly some were hit in the most underserved areas. Then the new Commissioner will unveil a “new” plan (that will sound identical to the old plan to those paying attention) that will prepare everyone for the next storm.
Commissioners, like meteorologists, predict the future and review the past, while manufacturing chaos in the present. Neither a Commisioner nor a meteorologist can provide relief from heat or shelter from wind.  They do not rescue people from floods or those buried in blizzards. They do not remove fallen trees or restore downed electric poles. That happens locally.
New York’s Ed Commissioner has neither closed gaps nor fixed savage inequalities. Some could argue that the districts that needed the most “saving” are now in worse shape.
Meaning for students happens in the classroom because that is where their relationships exist. The work happens in the schoolhouse dealing in real time with real kids with real issues. The push for more data under the guise of CONTINUE READING: A Storm is Coming! (…again) | lacetothetop

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