Latest News and Comment from Education

Friday, July 19, 2013

Perdido Street School: Eliot Spitzer Hires Former Students First/Failed DC Chancellor Michelle Rhee's Press Hack

Perdido Street School: Eliot Spitzer Hires Former Students First/Michelle Rhee Press Hack:

Eliot Spitzer Hires Former Students First/Failed DC Chancellor Michelle Rhee's  Press Hack



Hari Sevugan just got hired to be Eliot Spitzer's press flack, but he used to work for Michelle Rhee's Students First political action committee.

At Students First, his job was to defend Michelle Rhee's right wing, pro-public school privatization agenda and pretend like it was a progressive agenda.

As you can imagine, he spent most of his days spewing lies and half-truths and making believe like they were truths brought down from the mount by Moses.

Diane Ravitch did a nice job countering some jive he spewed earlier this year when he was still working for Rhee here.

Now Sevugan has given up lying for Michelle Rhee for a living and 

Statement from U.S. Secretary of Education Secretary Duncan on House ESEA Reauthorization Bill H.R. 5 | U.S. Department of Education

Statement from U.S. Secretary of Education Secretary Duncan on House ESEA Reauthorization Bill H.R. 5 | U.S. Department of Education:

Statement from U.S. Secretary of Education Secretary Duncan on House ESEA Reauthorization Bill H.R. 5


Contact:  
 Press Office, (202) 401-1576, [email protected] 

"America's families, students and teachers deserve an education law that advances progress for all students—especially our most vulnerable children. The bill that the House passed today is not that law. The Elementary and Secondary Education Act, better known as No Child Left Behind (NCLB), is 6 years overdue for Congressional reauthorization, and has changed from an instrument of reform to a barrier. I have met and spoken many times with Congressional leaders to try to create a new version of law that would fix NCLB's most burdensome and broken elements. But, in the absence of a workable new law, we have worked together with 39 states and the District of Columbia, and are working with other states, to provide them with flexibility from the one-size-fits-all mandates of NCLB – a process that has unleashed pent-up energy for productive, state and locally designed reforms. I continue to support a strong, bipartisan reauthorization that helps to prepare students for a globally competitive economy. That reauthorization would continue the significant progress states are making in establishing standards that prepare students for college and careers, developing systems to support excellent teaching and leadership in our schools, and creating fairer, flexible, and focused accountability for the learning of all students, including low-income and minority students, students with disabilities, and English language learners.
"The bill passed by the House today does none of those things. It marks a retreat from high standards for all students and would virtually eliminate accountability for the learning of historically underserved students – a huge step backward for efforts to improve academic achievement. It would lock in major cuts to education funding at a time when continued investments in education are the only way we can remain competitive on the world stage. For all of these reasons, I and other senior advisors to the President would recommend that he veto H.R. 5 if it were presented to him."

Despite House Action, Debate Over ‘No Child Left Behind’ Goes Nowhere

Despite House Action, Debate Over ‘No Child Left Behind’ Goes Nowhere:

Despite House Action, Debate Over ‘No Child Left Behind’ Goes Nowhere

Contrary to the legislation’s grandiose title, very little in the bill directly addresses the needs of students at all – other than some provisions related to homeless students and schools affected by the presence of the federal government. And nowhere does it propose what “success” for the nation’s students should look like and how our country can know when we’re realizing success for more of our youngest citizens.
The bill is being peddled by Republicans as “a better approach to K-12 education,” but many of the provisions continue the current emphasis on using high-stakes testing to evaluate teachers and to grade schools. As has been the tendency in education policy, the emphasis on raising test scores is generously seasoned with the language of “effectiveness,” while none of the policy directly addresses what effective teachers and schools actually do and how that can be supported, sustained and spread.
The bill’s emphasis on assessment is never balanced with attention to curriculum and instruction, as if the stern hand of accountability will magically take care of all the other 

Remarks by the President on Trayvon Martin | The White House

Remarks by the President on Trayvon Martin | The White House:

Remarks by the President on Trayvon Martin

James S. Brady Press Briefing Room
1:33 P.M. EDT


THE PRESIDENT:  I wanted to come out here, first of all, to tell you that Jay is prepared for all your questions and is very much looking forward to the session.  The second thing is I want to let you know that over the next couple of weeks, there’s going to obviously be a whole range of issues -- immigration, economics, et cetera -- we'll try to arrange a fuller press conference to address your questions.
The reason I actually wanted to come out today is not to take questions, but to speak to an issue that obviously has gotten a lot of attention over the course of the last week -- the issue of the Trayvon Martin ruling.  I gave a preliminary statement right after the ruling on Sunday.  But watching the debate over the course of the last week, I thought it might be useful for me to expand on my thoughts a little bit.
First of all, I want to make sure that, once again, I send my thoughts and prayers, as well as Michelle’s, to the family of Trayvon Martin, and to remark on the incredible grace and dignity with which they’ve dealt with the entire situation.  I can only imagine what they’re going through, and it’s remarkable how they’ve handled it.
The second thing I want to say is to reiterate what I said on Sunday, which is there’s going to be a lot of arguments about the legal issues in the case -- I'll let all the legal analysts and talking heads address those issues.  The judge conducted the trial in a professional manner.  The prosecution and the defense made their arguments.  The juries were properly instructed that in a case such as this reasonable doubt was relevant, and they rendered a verdict.  And once the jury has spoken, that's how our system works.  But I did want to just talk a little bit about context and how people have responded to it and how people are feeling. 
You know, when Trayvon Martin was first shot I said that this could have been my son.  Another way of saying that is Trayvon Martin could have been me 35 years ago.  And when you think about why, in the African American community at least, there’s a lot of pain around what happened here, I think it’s important to recognize that the African American community is looking at this issue through a set of experiences and a history that doesn’t go away.
There are very few African American men in this country who haven't had the experience of being followed when they were shopping in a department store.  That includes me.  There are very few African American men who haven't had the experience of walking across the street and hearing the locks click on the doors of cars.  That happens to me -- at least before I was a senator.  There are very few African Americans who haven't had the experience of getting on an elevator and a woman clutching her purse nervously and holding her breath until she had a chance to get off.  That happens often.
And I don't want to exaggerate this, but those sets of experiences inform how the African American community interprets what happened one night in Florida.  And it’s inescapable for people to bring those experiences to bear.  The African American community is also knowledgeable that there is a history of racial disparities in the application of our criminal laws -- everything from the death penalty to enforcement of our drug laws.  And that ends up having an impact in terms of how people interpret the case.
Now, this isn't to say that the African American community is naรฏve about the fact that African American young men are disproportionately involved in the criminal justice system; that they’re disproportionately both victims and perpetrators of violence.  It’s not to make excuses for that fact -- although black folks do interpret the reasons for that in a historical context.  They understand that some of the violence that takes place in poor black neighborhoods around the country is born out of a very violent past in this country, and that the poverty and dysfunction that we see in those communities can be traced to a very difficult history.
And so the fact that sometimes that’s unacknowledged adds to the frustration.  And the fact that a lot of African American boys are painted with a broad brush and the excuse is given, well, there are these statistics out there that show that African American boys are more violent -- using that as an excuse to then see sons treated differently causes pain.
I think the African American community is also not naรฏve in understanding that, statistically, somebody like Trayvon Martin was statistically more likely to be shot by a peer than he was by somebody else.  So folks understand the challenges that exist for African American boys.  But they get frustrated, I think, if they feel that there’s no context for it and that context is being denied. And that all contributes I think to a sense that if a white male teen was involved in the same kind of scenario, that, from top to bottom, both the outcome and the aftermath might have been different.
Now, the question for me at least, and I think for a lot of folks, is where do we take this?  How do we learn some lessons from this and move in a positive direction?  I think it’s understandable that there have been demonstrations and vigils and protests, and some of that stuff is just going to have to work its way through, as long as it remains nonviolent.  If I see any violence, then I will remind folks that that dishonors what happened to Trayvon Martin and his family.  But beyond protests or vigils, the question is, are there some concrete things that we might be able to do. 
I know that Eric Holder is reviewing what happened down there, but I think it’s important for people to have some clear expectations here.  Traditionally, these are issues of state and local government, the criminal code.  And law enforcement is traditionally done at the state and local levels, not at the federal levels.
That doesn’t mean, though, that as a nation we can’t do some things that I think would be productive.  So let me just give a couple of specifics that I’m still bouncing around with my staff, so we’re not rolling out some five-point plan, but some areas where I think all of us could potentially focus.
Number one, precisely because law enforcement is often determined at the state and local level, I think it would be productive for the Justice Department, governors, mayors to work with law enforcement about training at the state and local levels in order to reduce the kind of mistrust in the system that sometimes currently exists. 
When I was in Illinois, I passed racial profiling legislation, and it actually did just two simple things.  One, it collected data on traffic stops and the race of the person who was stopped.  But the other thing was it resourced us training police departments across the state on how to think about potential racial bias and ways to further professionalize what they were doing. 
And initially, the police departments across the state were resistant, but actually they came to recognize that if it was done in a fair, straightforward way that it would allow them to do their jobs better and communities would have more confidence in them and, in turn, be more helpful in applying the law.  And obviously, law enforcement has got a very tough job.
So that’s one area where I think there are a lot of resources and best practices that could be brought to bear if state and local governments are receptive.  And I think a lot of them would be.  And let's figure out are there ways for us to push out that kind of training.
Along the same lines, I think it would be useful for us to examine some state and local laws to see if it -- if they are designed in such a way that they may encourage the kinds of altercations and confrontations and tragedies that we saw in the Florida case, rather than diffuse potential altercations. 
I know that there's been commentary about the fact that the "stand your ground" laws in Florida were not used as a defense in the case.  On the other hand, if we're sending a message as a society in our communities that someone who is armed potentially has the right to use those firearms even if there's a way for them to exit from a situation, is that really going to be contributing to the kind of peace and security and order that we'd like to see? 
And for those who resist that idea that we should think about something like these "stand your ground" laws, I'd just ask people to consider, if Trayvon Martin was of age and armed, could he have stood his ground on that sidewalk?  And do we actually think that he would have been justified in shooting Mr. Zimmerman who had followed him in a car because he felt threatened?  And if the answer to that question is at least ambiguous, then it seems to me that we might want to examine those kinds of laws.
Number three -- and this is a long-term project -- we need to spend some time in thinking about how do we bolster and reinforce our African American boys.  And this is something that Michelle and I talk a lot about.  There are a lot of kids out there who need help who are getting a lot of negative reinforcement.  And is there more that we can do to give them the sense that their country cares about them and values them and is willing to invest in them?
I'm not naรฏve about the prospects of some grand, new federal program.  I'm not sure that that’s what we're talking about here. But I do recognize that as President, I've got some convening power, and there are a lot of good programs that are being done across the country on this front.  And for us to be able to gather together business leaders and local elected officials and clergy and celebrities and athletes, and figure out how are we doing a better job helping young African American men feel that they're a full part of this society and that they've got pathways and avenues to succeed -- I think that would be a pretty good outcome from what was obviously a tragic situation.  And we're going to spend some time working on that and thinking about that. 
And then, finally, I think it's going to be important for all of us to do some soul-searching.  There has been talk about should we convene a conversation on race.  I haven't seen that be particularly productive when politicians try to organize conversations.  They end up being stilted and politicized, and folks are locked into the positions they already have.  On the other hand, in families and churches and workplaces, there's the possibility that people are a little bit more honest, and at least you ask yourself your own questions about, am I wringing as much bias out of myself as I can?  Am I judging people as much as I can, based on not the color of their skin, but the content of their character?  That would, I think, be an appropriate exercise in the wake of this tragedy.
And let me just leave you with a final thought that, as difficult and challenging as this whole episode has been for a lot of people, I don’t want us to lose sight that things are getting better.  Each successive generation seems to be making progress in changing attitudes when it comes to race.  It doesn’t mean we’re in a post-racial society.  It doesn’t mean that racism is eliminated.  But when I talk to Malia and Sasha, and I listen to their friends and I seem them interact, they’re better than we are -- they’re better than we were -- on these issues.  And that’s true in every community that I’ve visited all across the country.
And so we have to be vigilant and we have to work on these issues.  And those of us in authority should be doing everything we can to encourage the better angels of our nature, as opposed to using these episodes to heighten divisions.  But we should also have confidence that kids these days, I think, have more sense than we did back then, and certainly more than our parents did or our grandparents did; and that along this long, difficult journey, we’re becoming a more perfect union -- not a perfect union, but a more perfect union.
Thank you, guys.
END
1:52 P.M. EDT


Will Supreme Court Justice Clarence Thomas Stand with Trayvon?
Mere access to the courthouse doors does not by itself assure a proper functioning of the adversary process.Thurgood Marshall

The Effects of Early Learning — Whole Child Education

The Effects of Early Learning — Whole Child Education:

Dianna Minor

The Effects of Early Learning

We have come to a pivotal point in education. The effects of early learning have consistently shown that children who do not have a strong start will continue to lag behind and encounter major barriers in the latter grades. Data from early grades have been powerful predictors of achievement and outcomes. Therefore, strong foundational skills in reading, math, and writing are fundamental for successes in high school, college, and in the workplace.
"Empirical evidence shows the difficulty of catching students up in the middle and high school. Several studies have explored the importance of preparation prior to eighth grade for students to have a reasonable chance of meeting college readiness benchmarks by the end of high school." (ACT Research and Policy, College and Career Readiness: The Importance of Early Learning (PDF), page 2). According to ACT, only 10 percent of students who are off track by 8th grade have a chance of being college and career-ready by 12th grade (and only 3 percent in mathematics). This shows the importance of preparing students in the early grades with a well-defined curriculum. This curriculum should include a well-designed reading and mathematics instruction. Reading should consist of students being able to decode words and understand the words they read. In addition, students should be able to understand the relationship between letters and sounds and develop basic comprehension skills from conversation and prior background knowledge. This development takes time which makes it harder to close large gaps in the upper grades, which is why it is so crucial to make sure 

Profiles in Education: Ryan Twentey
Ryan Twentey of Parkville High School in Maryland is known as a dedicated teacher who fosters his students' artistic interests to develop the skills they need to be successful in school, in the community, and in preparation for college. His photography and multimedia students have earned a 100 percent pass rate on the AP exam. Twentey also teaches interactive media production. He produces tutorial
Winning Rap of Science Genius 2013
    Connecting learners with curricular content so they take ownership of it and make it their own necessitates that design and delivery of learning experiences meets two requirements. It must be meaningful to learners. It must make sense to learners. In a paradigm of top-down education reform that effectively limits teacher autonomy, this is easier said than done. How much flexibility
ASCD Affiliates Unconference
Over the past year, in my work with ASCD affiliates, we have been exploring ways to revolutionize the ways we serve their affiliate members. Why? The writing is on the wall that today's educators have different needs and expectations. It's difficult to get out of the classroom to attend conferences, and when educators can get away for professional development they want to be actively engaged in a
Who Says Book Clubs Are Just for Moms?
I was honored to host the most recent Whole Child Podcast where we talked about ways we reflect, recharge, and refresh as educators. One theme present in the podcast discussion and one we hear about over and over again is reading. While we encourage students (of all ages) to read often, as adults we find it difficult to find the time to read between full-time jobs, raising our children, and, heav


LCFF Regional Input Sessions - State Board of Education (CA Dept of Education)

LCFF Regional Input Sessions - State Board of Education (CA Dept of Education):

LCFF Regional Input Sessions

Dates and locations for the input sessions of the Local Control Funding Formula (LCFF) implementation.




The State Board of Education (SBE) and California Department of Education (CDE) invite all interested stakeholders to come and share their input and ideas to inform implementation of the Local Control Funding Formula (LCFF). Sessions are scheduled in locations throughout the state. Staff from the SBE and CDE will be present at the primary locations with remote locations connected via video conference with an on site facilitator to help direct comments between locations.
Sessions begin at 9:30 a.m. and end at or before noon at each ___location.
DatePrimary LocationRemote Location
August 8, 2013
Los Angeles County Office of Education
9300 Imperial Highway
Downey, CA 90242
San Diego County Office of Education
6401 Linda Vista Road
Joe Rindone Regional Technology
Center, Communications Lab 1-4
San Diego, CA 92111
August 12, 2013Sacramento County Office of Education
10474 Mather Boulevard
Mather Room
Mather, CA 95655
Shasta County Office of Education
1644 Magnolia Avenue
Conference Room
Redding, CA 96001
August 13, 2013Kern County Office of Education
1300-17th Street
Room 1B
Bakersfield, CA 93304
Fresno County Office of Education
1111 Van Ness Avenue
Tower Building, T101
Fresno, CA 93721
Please contact Ann Hern at [email protected] or Jannelle Kubinec at [email protected] if you have questions about the LCFF regional input sessions. If you would prefer to provide comments electronically, please email them to Ann Hern and they will be considered with comments shared at the regional input sessions.

Ask Not What Our Schools Can Do for You « The Core Knowledge Blog

Ask Not What Our Schools Can Do for You « The Core Knowledge Blog:

Ask Not What Our Schools Can Do for You

by Lisa Hansel
July 19th, 2013



I’m not the spa vacation type—I can’t get through a 30-minute massage without mentally creating a to-do list. But spending the past several days in a workshop on the democratic purposes of education was, for me, just as relaxing an invigorating as others claim a spa retreat can be.
Discussions started where you would expect, considering the foundational historical and civic knowledge, skills, and dispositions needed for responsible, active citizenship. Much to my delight, those discussions expanded to include wonder, humility, virtue, craftsmanship, voice, and compromise. We spent time thinking about using Greek myths to question the relative worthiness of courageous acts, exploring humanity’s drive for freedom as depicted in works of art from around the world, and devising simple ways to incentivize student participation in community service. For large chunks of each day, we tuned out the rest of the world and focused on each other’s ideas.
We also focused on ideas from the past. I am especially grateful for this because it filled a large hole in my knowledge of civically minded education: Eleanor Roosevelt’s speech on April 30, 1930, titled Good Citizenship: The Purpose of an Education. Her speech is well worth reading; hopefully these highlights will draw you into the full piece:
What is the purpose of education? This question agitates scholars, teachers, statesmen, every group, in fact, of thoughtful men and women. The conventional answer is the acquisition of knowledge, the reading of books, and the learning of facts. Perhaps because there are so many 

Special Master Steven Adamowski helping to ensure Malloy’s defeat... - Wait, What?

Special Master Steven Adamowski helping to ensure Malloy’s defeat... - Wait, What?:

Special Master Steven Adamowski helping to ensure Malloy’s defeat…
As we know, Commissioner of Education Stefan Pryor and faux Bridgeport Superintendent of Schools Paul Vallas have been engaged in a wholesale effort to alienate Connecticut’s teachers, parents and the tens of thousands of voters committed to public education.
But whatever damage Pryor and Vallas don’t complete, we can count on Special Master Steven Adamowski to ensure that Governor Dan Malloy becomes unelectable.
When teachers, parents and other pro-public education advocates become aware of a series of recent emails authored by Special Master Adamowski, in addition to actions he has taken in Windham and New London, it will become increasingly clear that Adamowski and his defenders at the State Department of Education have continued to disenfranchise students, parents and educators. Adamowski has trampled the rights of teachers, parents and local officials through his unending and potentially illegal manipulation of the Commissioner’s Network and Turnaround programs.

Instead of protecting the public interest, Commissioner Stefan Pryor and his soon to be 

No Child Left Behind Vote In House Passes Substitute, Shifting Away From Bush's Education Vision

No Child Left Behind Vote In House Passes Substitute, Shifting Away From Bush's Education Vision:






No Child Left Behind Vote In House Passes Substitute, Shifting Away From Bush's Education Vision
The House of Representatives voted Friday to pass a replacement of the long-expired No Child Left Behind Act, the first time the nation's sweeping federal education policy law has been updated on the floor of Congress since its passage 12 years ago. Only Republicans voted for the bill, yielding 221-207 in favor of the bill, called the Student Success Act. In 2001, President George W. Bush signed
No Child Left Behind Rewrite Debated In The House, But Bill Has No Future
Possibly seeking to combat the perception that they're unproductive and obstructionist, House Republicans convened about six hours of debate Thursday on an education bill that has almost no chance of being signed into law. The House discussed the Student Success Act, a Republican-written update to the 2001 No Child Left Behind Act. NCLB is a bipartisan bill that was supported by President George

7-19-13 Ed Notes Online

Ed Notes Online:









NYC Teacher Bloggers on the Loose: Slam Gotham Schools Coverage And TFA
Another blogger slams Gotham Schools, more and more a wholly owned subsidiary of the charter school movement. I spend much more time reading other bloggers than writing my own -- that should be painfully obvious in terms of the deteriorating quality over here. Blame the heat. Or lower mental capacity. Or too many social things going on. I'm going to blog tonight listing details of my busy social l


7-18-13 Ed Notes Online
Ed Notes Online: You Get What You Pay For - from a NYC ParentA debate on the NYCEd listserve resulted in a teacher of all people joining the ed deform chant of "throwing money at things is not the solution" and that Bloomberg's failures in ed deform despite the expendutures is proof that money doesn't work. His solution is strengthening School based Support Teams. I won't go there now other than t

7-19-13 SCHOOLS MATTER @ THE CHALK FACE

SCHOOLS MATTER @ THE CHALK FACE:


gears



Cashing in on Kids Report Exposes ALEC
The Center for Media and Democracy has a new report out on ALEC (Good beach reading) Despite widespread public opposition to the education privatization agenda, at least 139 bills or state budget provisions reflecting American Legislative Exchange Council (ALEC) education bills have been introduced in 43 states and the District of Columbia in just the […]


So the Common Core created top-notch lessons?
I see today AFT president Randi Weingarten was promoting the Common Core via an interview with an Ohio NPR station back in May. Once again the Common Core cheerleaders falsely imply that these new standards have invented critical thinking and in-depth lessons. I would expect this type of propaganda from the corporate reformers not from […]


Harumph! Kids These Days! On Changing Our Tone About Young People
“There can be no keener revelation of a society’s soul than the way in which it treats its children.” - Nelson Mandela A lot has been said in the media lately about the degeneration of our youth and their seeming lack of moral character, their resulting destructive behavior, and their defiance.  I, personally, was involved […]



Open Letter to Congress on ESEA Reauthorization
To Members of the 113th Congress: I write to express my concerns regarding the various versions of the new ESEA now circulating in Washington, all of which appear to have enough in common to be combined, perhaps, under a more fitting title. Something like The Corporate Foundation and Education Industry Welfare Act of 2013.  All […]


Why NCTQ Wants to Get Rid of Schools of Education
A social studies lesson on the business of education from  Alan Singer, Hofstra Uniersity: They think they found the solution to fix American schools and it is really very simple: get rid of schools of education because they fail to adequately train teachers. The NCTQ posted a list of the advisory committee for its study on […]


7-18-13 Schools Matter @ The Chalk Face
SCHOOLS MATTER @ THE CHALK FACE: Check out our latest episode on #TFA in MinnesotaHere’s our latest episode of At the Chalk Face with two graduate students from the University of Minnesota who are resisting their institution’s potential deal with TFA. I’m still a little annoyed by the end of this episode. I decided to use Zingaya to run the show instead of Skype, and it cut us off. […]by Chalk Fac

Poverty is what’s crippling public education in the US—not bad teachers - Quartz

Poverty is what’s crippling public education in the US—not bad teachers - Quartz:

Poverty is what’s crippling public education in the US—not bad teachers