WE CAN ALL HOPE AND PRAY

So Governor Crazy (Andy) came out last week and shared his thoughts on the opt out conflagration that was thrust upon his education policies that occurred in New York State the last two weeks.

In essence what we got from Governor Andy's mouth was that the math and ELA tests that children across this state take so we can collect data and help the students was, "It just doesn't matter." Well, not really.

He did say that the the tests, "Don't count against the children." But what he didn't say and continues to believe is that the tests count against the teachers across New York.

We thank Governor Andy for letting us all see that his slip is showing and wonder of another time when someone came out and said, "It just doesn't matter," and if there are any parallels.

What came to the mind of The Crack Team was 1979's hit summer camp movie "Meatballs" starring Bill Murray. In a scene before the camp faces the children of the one percent from Camp Mohawk Murray's character John Tripp, implores the camp that they can beat Mohawk in the Olympics and that nothing matters. We here at SBSB believe that this scene was the impetus for Governor Andy's decree which he first presented to his hedge fund buddies.

Scene: Governor Andy back from his trip to Cuba meets with Chancellor Tisch, his hedge fund buddies, Lt Governor Hochul, and Senator Skelos in his Mount Kisco home. First Girlfriend Sandra Lee is in the kitchen baking brownies. All are dejected that the parents of New York have thus fare beaten this motley crew of parents and educators to beat back the tests.  

Eva Moskowitz runs into the meeting in a panic.

Eva: Hey, gang, come on. Look it, just 'cause we're losing, doesn't mean it's all over.

Tisch: Cut the crap, Eva. I mean, the parents have beaten us in the court of public opinion the last 12 months, they're gonna beat us again. 

Governor Andy: That's just the attitude we don't need, Meryl. Sure. The parents have beaten us Sure, they're terrific moms and dads. They've got the best integrity that money can buy. Hell, every Tweet they're sending over here to us does not have their own public relations person. Not PR, public relations. But it doesn't matter. Do you know that every parent has an tweet, FB post and blog posts every 48 hours, to ensure that their message gets across? Do you know that they use the least sophisticated social media methods from the Finland, Singapore, and the newest education power, Trinidad and Tobago? But it doesn't matter. It just doesn't matter! It just doesn't matter!
And even... And even if we win, if we win! Even if we win, even if we somehow think so far over our heads that our noses bleed for a week to ten days, even if God in heaven above comes down and points his hand at our side of the education debate, even if every man, woman, and child held hands together and for some reason prayed for us to win, it just wouldn't matter, because all the really good-looking girls would still never go out with me, 'cause they got all the money and they are not donating it to me!
It just doesn't matter
if the students of New York State take standardized tests!
It just doesn't matter. It just does for the teachers!

Thank you Govenor Andy for putting your foot so far in your mouth that there is no way to remove it.

Governor Andy said today he is running in 2018 and thinks he can win. Do the math.

In 2014 Cuomo received 2,069,480 votes. His opponents received 1,749,606 votes including my write in vote for Babaooey. He won by only 319,874 votes. Do the math.

With, I would say about 225,000 students opting out of math and ELA and let's use the math and say each kid has about 1.5 parents that comes to; 337,500 votes against Andy in 2018. Of course we know that most of these kids are siblings and the parents who opted out probably didn't vote for Andy in 2014, but... It is now a runaway train against Andy. All these people have friends, grandparents, uncles, aunts, and cousins. And we know Andy will screw up more between now and 2018 and hopefully get indicted before that.

So basically it is bye-bye Governor Andy in 2018.

Time to be an Amway salesman.


And don't forget to listen to me on WFAS tomorrow morning, April 28, at 6:30 AM. Find it at 1230 on your AM dial or listen on WFASam.com. You can also download the WFAS app. The call in # is 914-693-5700.

For those that have not been paying attention of late there is a new faux education advocacy group in town.

OK maybe not new but we here just found out about them last week just before the ELA exams began. This group, High Achievement New York, is one of those so-called, "Hey we are here for the kids and the families of NYC and we are just regular people and are down with everyone else," groups.

HANY has even being playing radio spots on WCBS-AM and WINS coercing and lying to those that do not have enough information that testing really is not a major disruption and...well you know what? Let's look at the script together;

I’m  Pat Sprinkle, and I am a  New York public school teacher. If your son or daughter is in the 3rd through  8th grade,  I  want  you to know this month’s state assessments are crucial for their future. Almost two - thirds of our students graduate from high school without being ready for college or a career.  These tests are designed to fix that  – they’re a check - up to make sure all our kids are getting the  problem - solving and critical thinking skills need ed to succeed . It’s a great investment for your children  – the rules guarantee they’ll spend less than 1% of the their time on  the tests each year. Let’s give all  our students a chance at a better life. Because they deserve it.

Where to start? We can start with the fact that Pat Sprinkle is a loyal, card carrying member, of Educators 4 Excellence.

These tests do not measure problem solving nor critical thinking skills. These tests are only measure how confused and stressed out our students get.

Maybe 1 percent of students time each year is spent on taking the tests, but how much time is spent each year preparing for the tests?

But what bothers us most is while the voice over at the end of the radio spot tells the listener that the spots were paid for by HANY nowhere do we hear a voice over that HANY is majorly financed by the Gates Foundation, the same financiers that breech birthed E4E.

Yes to a lay person it might seem cynical to imply that Gates monies are pulling the strings. We can give the benefit of the doubt and say that Gates donated to a true grass roots organization. We can. We shan't.

The Crack Team did a WhoIs search of HANY's url (Web address) and came up with bupkus. The information the WhoIs came up with showed many a layer hiding the true owners of the web address. Why?

We then googled the telephone # we found on the HANY blog, 212-681-1380 and found out that that is the main number for Mercury LLC a public affairs/lobbying firm in Manhattan.  Heck, Mercury LLC is the public affairs firm for Campbell Brown's Partnership for Educational Justice! Mercury is also a registered lobbyist in NYC.

It gets deeper.

When The Crack Team spoke with someone at Mercury LLC (More on this in a bit) we shared the address of the blog. Immediately this person read the blog. When The Crack Team checked on the blog's stat counter and the ISP comes from another public relations firm Porter Novelli which is part of the Omnicron Group.

When The Crack Team spoke with VP of Mercury LLC  Jon Weinstein the first question we asked him was who paid for the poll that is listed on HANY's blog that New Yorkers across the state are in favor of high stakes testing. Jon told The Crack Team that MercuryLLC "commissioned the survey." This is akin to McDonald's commissioning a poll to find out which fast food restaurant has better tasting burgers, McD's or Burger King only to find out McD's is the better tasting burger.

We thank Jon for his honesty but for some reason asked that the remind of question be written out in an email and he will respond. He did. But first the questions The Crack Team sent;

1. Is it possible to get a copy of the survey that is being touted by HANY?  

2. HANY appears to be coming off as a "grass roots" organization. Why hasn't HANY shared information that the Gates Foundation is it's main funder in the radio spots or the fact Mercury LLC is the force behind HANY?  

3. How many of the coalition members know that the Gates Foundation is your main funder?  

4. Is there any official relationship between HANY/Mercury and StudentsFirst, Educators 4 Excellence and Campbell Brown?  

5. When 212-630-1630 is googled why does Campbell Brown's "Partnership for Educational Justice" appear in the listings?  

6. Have any of the people who did the voice overs for the radio spots receive compensation and if so how much?  

7. Who other than the Gates Foundation has funded HANY? 

8. Has Mercury LLC done any lobbying in Albany, NYC, or Washington on behalf of Gates, StudentsFirst, DFER, PEJ, Campbell Brown, E4E, and other such organizations?

Jon replied promptly; 

High Achievement New York provides New York parents, teachers, business and community leaders with an organized platform to support the Common Core standards, which are essential for preparing our children for college and 21st century careers. 

We are transparent about where our funding comes from and who our coalition members are.
Our funders are listed in this press release, posted on our website: http://www.highachievementny.org/high_achievement_new_york_announces_stephen_sigmund_as_new_executive_director

Coalition members can be found listed at the bottom of each press release on this page: http://www.highachievementny.org/latest_news.

We are proud of the work we are doing to make sure that all of New York’s children are advancing together and learning the critical thinking and reasoning skills they need for success.

Finally, no one in our radio ads was compensated for offering their viewpoints. We appreciate your interest in High Achievement New York.

Jon didn't really answer the question did he? We emailed him back several times and he has yet to respond to what we asked him. As a former reporter for NY1 surely Jon didn't like BS and obfuscation when it was done to him.

Is it just possible that part of reason thousands of students statewide have opted out is that we are sick and tired of astro-turf groups telling us parents how our kids should be educated? Interfering with our local school boards, our teachers, our politicians? 

Time to go away HANY and all the astro-turf groups out there. Leave our children's education be. WE THE PARENTS AND THE COMMUNITES know what is best. You don't. 

You know who are the biggest losers in this opt-out movement? The so-called "(de)reformers" and their faux grassroots organizations like StudentsFirst, Education Reform Now, Success Academy, Educators4Excellence and Democrats for Education Reform (DFER).

The irrelevance and slow death spiral of DFER was seen by all last week when DFER New York director Nicole Brisbane was quoted in the Journal News as saying;

"Schools are one of the biggest differentiators of value in the suburbs. How valuable will a house be in Scarsdale when it isn't clear that Scarsdale schools are doing any better than the rest of Westchester or even the state? Opting out of tests only robs parents of that crucial data,"

It really is quite simple. Look at SAT scores. Number of students going on to 4 year colleges. Number of students going to Ivy League colleges. Visit the school. Ask neighbors. Graduation rates. Teacher turnover. Home values. Really, there are so many reasons. In fact Nicole fails to grasp what did Scarsdale do before there were high stakes exams?

But please, don't listen to Nicole. Nicole claims she was somewhat misquoted and only using Scarsdale as an example, that her real thoughts were in a blog post on DFER that she had written ;

"Part of the draw of the suburbs is the high performance of local schools. How will suburban communities maintain their draw if there isn’t a measure of how the schools are actually doing in comparison to those across the state?"

Nicole, see above. But we here at SBSB suggest to Nicole that if she is really concerned about how others can measure up to one another to take Chevy Chase's advice.

Nicole does decide to deride the parents of not only Scarsdale, but of all affluent communities as well when she says on the DFER blog;

"The same parents are opting-in for other standardized tests like the ACT (not mandatory), the SAT (also not mandatory) and the Specialized High School Admissions Test (also not mandatory but absolutely necessary if you want your kid to go to a “choice” high school in New York City). Affluent parents aren’t opting out of optional tests, so why opt out of the state exams? Maybe it’s because the results aren’t what they wanted to hear."

See Nicole does not understand something here (And of course we can go into the the multitude of flaws with testing but we shan't tonight). These tests are a choice one makes for their child. These tests are not forced upon parents by a bully governor, a clueless chancellor of the Regents, or a faceless bureaucrat. The parents have ownership of their child's education. Such as my son made a choice to continue his Jewish education after his bar mitzvah after telling me and my wife for years he will stop once he became a bar mitzvah. HE HAD OWNERSHIP!

However after the missed opportunity at a testing analogy Nicole decided that it would be best to charm the parents of Scarsdale and all affluent communities by sharing;

"That their kids, or their kid’s teacher or their beloved (Emphasis by The Crack Team) neighborhood school isn’t performing as well as they expected."

What Nicole fails to realize, as the Journal News as reported, is that the vast majority of affluent communities (For this post will use Westchester County), Scarsdale, Chappaqua, Irvington, Bronxville, Ardsley, had quite low opt out numbers. WAY TO WIN OVER PARENTS NICOLE! KUDOS!

If you are left wondering who is this expert in education that is gracing the pages of this award winning blog we will share what The Crack Team has learned.

Nicole Brisbane is a former teacher, now a lawyer, and shared with The Crack Team that she was a reading specialist for 5 years at Allapattah Middle School in Miami.

Oddly, according to this link she only taught two years at Allapattah before entering law school. Only two years? Well, if you read the headline of that link she was with Teach for America.

So how can we believe anything she says, even when she told The Crack Team she won Rookie Teacher of the Year at Allapattah and in fact raised the grade level of her students (Who were 4 grades behind at the time of her ascension at Allapattah 2.5 grades in the very short time she was there?

We can't believe her even though we requested several times for some kind of verification or conformation to her outstanding teaching and her award. Is her story truth or fiction?

But according to Nicole, the affluent, or shall we stray into reality, the "regular people",  or strating from the test because,

"The people who are opting out of tests are largely those who already feel like their child has access to a high-quality education, and are doing so in a way that directly harms poor and minority students throughout New York. We should be supporting students and teachers throughout New York, whether they are in Scarsdale or the Bronx, and making sure all students have a fair shot at a quality education. Rather than maintain the status quo where wealth determines a quality education, data can and should highlight where the gaps are so we can invest in schools that need it the most. High property values shouldn't determine the quality of education for the neighborhood--and the way we are going to change that is through access to data that will allow us to make investments where they are needed"

 And she shares some links here, and here. Big deal. Hey Nicole, let's see how the students from Success flame out when they hit college, much the way they flamed out on tests for the NYC specialized high schools.

Nicole this is why the opt out movement is picking up steam. We are fed up. We are fed up with Albany and Washington DC deciding what is best for our children and our school districts. We are fed up with millions going to testing companies like Pearson. We are fed up seeing our babies go through 8 hours of testing when a bar exam is only 3 hours. We are fed up seeing our children stress out. We are fed up with the narrowed curriculum. We are fed up with teaching to the tests. We are fed up with our narrowed curriculum. We are fed up with Common Core. We are fed up with a governor that pockets $4.8 million from DFER and others like it instead of fixing our poverty and having the state pay its fair share to ALL school districts.

Mostly we are fed up with people of your ilk. You and yours are the modern day carpetbaggers, just this time it is education that you and yours needs to control. You truly believe that since you taught for two years this gives you some kind of street cred when it comes to education and the welfare of our children. You feel that you must share "stories" on how you raised students 2.5 grades and were Rookie of the Year. Guess what? Joe Charboneau was AL Rookie of the Year in 1980. What did it mean in the long run? Nothing. At least Charboneau can prove he was ROY.

Put your skills to good use. Sell Amway.

The latest numbers The Crack Team has gotten via the Journal News is that 155,000 students across New York State have opted out of the ELA exam. Many parents have been cajoled, bribed, pleaded with, and have had major guilt trips thrust upon them. No where as The Crack Team seen anything worse than those parents of the Greenvale Elementary School in Eastchester, NY.


Knowing of the strong surge of parents not wishing for their children to partake in such tests the Eastchester Schools Superintendent Dr Walter Moran III tried to lay on some Jewish guilt to the parents of Greenvale.

In a nutshell he warned parents that the New York State Education Department had notified him that because the amount of students taking the exams will fall below 95 percent that Greenvale's application to be a Blue Ribbon School of Excellence will be denied. Even though one would be hard pressed to find such a reason to disqualify Greenvale here. Having won this award in 2009 the parents of Greenvale are going boo-hoo-hoo.

This is akin to Dean Wormer punishing Delta House by not allowing them to have a float in Faber College's Homecoming Parade (About 39 seconds in).

Whilst examining the qualifications for being a Blue Ribbon School of Excellence The Crack Team was unable to find nary a word that a school with less than 95 percent participation will lose out. In fact The Crack Team came across this little known codicil (With apologies to Dean Wormer).

The performance of all tested students in the school in the most recent year tested in both reading (English language arts) and mathematics must be in the top 15 percent of all schools in the state when schools are ranked based on the performance of all tested students. 

Seems they base the performance only on tested students. So who is fibbing? Who is truly doing the guilt trip? The SED or Dr Walter Moran III?

Anyway the letter from Dr Walter Moran III is just below and to the parents of Greenvale, you deserve a blue ribbon, but a different type of blue ribbon as you can see up in the right hand corner.

Keep up the struggle!

Date: Wed, 15 Apr 2015 10:55:09 -0700
From: [email protected].ny.us
To: [email protected]
Subject: Greenvale Blue Ribbon Status - IMPORTANT UPDATE

Poor Errol Louis. He just seems to keep on stepping in it and his bereft of any independent thought.

The shame he must bring on his hometown of New Rochelle.

When we last left Errol Louis on these pages we had noticed that he had become the "Kool-Aid Man." Now, after reading his column in today's Daily News we know that the supply of Kool Aid packets worldwide will decrease for some time.

This is becoming too easy to take his "arguments" apart but The Crack Team wish to have some fun tonight so we are having a go of it.

Errol starts off of course without any facts...as usual when he puts all the onus on the unions. This year, that number is expected to soar, thanks in part to an organized campaign by the state teachers union and its political allies to persuade parents to have their children opt out.

Political allies? Like whom? If he means the grass roots parents, REAL grassroots, not like his pals at Families for Excellent Schools, StudentsFirst, Educators4Excellence, and new kid on the block, High Achievement NY but advocates that started from a single person, a real life mommy, a smart person.

For instance New York State Allies for Public Education, Diane Ravitch, Stop Common Core in New York State, the plethora of personal blogs, and let's not forget the many, many Facebook pages in which so many are using their own time and their own monies to do a service for now monetary gain whatsoever. Why isn't "Journalist" Errol taking the time and speaking to these people? 

"Journalist" Errol prattles on; First and foremost, parents should guard against allowing their movement to get hijacked by the money and political clout of union officials, whose motivation and ultimate goals on this issue are very different from those of parents.

Actually NYSUT was late to the game, about a few years late. Yeah, parents should wonder what took them so long and why only now are they on the bandwagon but since they are we welcome them with open arms. But ultimately the goals are the same.

Heck, what about the millions of dollars that Governor Andy has pocketed for the benefit of 9 billionaires?

More bloviating from "Journalist" Errol;  a new law, passed by the Legislature and strongly backed by Gov. Cuomo, that makes test scores the basis of tougher evaluation standards intended to detect poorly performing teachers and steer them out of the classroom.

A new law yes. And also a bad law. Tougher evaluation standards? Has "Journalist" Errol seen what happened in Atlanta because of the reliance on the tests? Has "Journalist" Errol read the New York Times and their story of Eva? Michelle Rhee? The suicides? Can "Journalist" Errol explain the algorithm that is used to determine whether or not a teacher is effective? What about the outside evaluator? Who is paying this person? Who is training this person? Does this person know the intricacies of the teacher and the students he is to evaluate?

"Journalist" Errol digs himself deeper; “We have 20% right now. We’d be happy with zero, because it’s not a true indicator of what’s going on in the schools,” said Magee.
“Happy with zero” means the union would just as soon not have its members’ job security or prospects for promotion affected in any way by whether the students have actually learned reading, writing or math.

No. Not just on ridiculous tests created by a company that only is in it for a profit and pushed by politicians getting paid off. 

But "Journalist" Errol rails against bad cops. How would "Journalist" Errol make sure we get rid of bad cops? 

The blabbering goes on; the union’s strategy — backed by groups including the Working Families Party — is to cripple the evaluation system by encouraging so many kids to opt out that the tests won’t represent a reliable sample.

The kids are not making the decisions the parents are. And is "Journalist" Errol saying the parents are too stupid to think on their own, to make an informed decision? 

That’s not the same agenda as parents, who simply dislike the stress and lost classroom hours that inevitably come with prepping for a high-stakes standardized test.

"Journalist" Errol just contradicted himself. But the NYSUT and the educators of this state have the same agenda as the parents. The parents also know the tests are not the way to evaluate the teachers of THEIR children!

The blithering is ceaseless; Cuomo vowed to revamp teacher evaluation systems that he dismissed as “baloney” because nearly every teacher gets rated as effective...

So what will Governor Andy do next year if the same happens? 

Now, for a minutes it seems that "Journalist" Errol gets it; Magee’s response? “The truth is, there’s no epidemic of failing schools or bad teachers,” she said in a statement responding to Cuomo. “There is an epidemic of poverty and underfunding that Albany has failed to adequately address for decades.”

Let's look and compare in "Journalist" Errol's hometown of New Rochelle, NY. Former home of Bob Petrie, former head write of the "Alan Brady Show," and former home of Yankee legend Lou Gehrig. 

The North End of New Rochelle has some of the richest real estate in Westchester County.  Now let's compare it to the Washington Ave and 5th Ave areas of the city. Lots of poverty. Lots immigrants. Lots of ELL's.

The two middle schools, Albert Leonard and Isaac Young are not zoned. But at the north end Albert Leonard in which 376 students who are economically disadvantaged took the the ELA exam only 21% were proficient. So is it poverty, second language learners or teachers? Same teachers, same schools. 

IT'S POVERTY! And lack of English. And so much much more.

"Journalist" Errol ignorantly claims that people must...realize that high-stakes testing is, for better or worse, the norm in our complex modern society. Universities base admissions decisions on SAT and ACT scores; graduate schools do the same with LSATs, GREs, MCATs and more.

And virtually all Civil Service employees, be they firefighters, bus drivers or entry-level sanitation workers, must pass a high-stakes standardized test to get the job. The legal and medical professions famously require exams of punishing difficulty, as do architecture and aviation

Please, don't compare. These tests are not used to destroy someone's career. These tests are not out to trick you and they test questions make sense. 

Students have plenty of tests in school do know how to get ready for grown up tests. But they can worry about getting this practice in high school and college, not THIRD GRADE!!!

These tests are not about helping students are evaluating where a students in academically. The tests the way they are being used now is basically twofold. One, to jam teachers and the other is for Pearson to make s***loads of money. Nothing more, nothing less. 

The assessment of a student starts and ends at home. Want to know how and what your child is doing in school? Ask him or her. Ask their teacher. Discuss with your child what their school work is and what they are learning. Do the same with the teacher. Show up in school when you should. Speak to other parents. Go to PTA meetings, come to open school night, volunteer. Doing all these things will get you the lay of the land of your child's school and knowing what your child is doing in school. 

Wouldn't this be easier, get teachers back to educating our students full time, and be a heck of a lot less expensive? 

One wonders if "Journalist" Errol really has any journalistic chops or curiosity left in him and whether he fancies himself a journo-celeb nowadays or just a talking head.

One can wonder what "Journalist" Errol might be getting under the table to write such drivel.

One can also wonder if "Journalist" Errol puts his money where is mouth is and why he won't answer in regard to this tweet;

There was one particular point, the chapters about charter and the e-learning, in reading Diane Ravitch's new book, "Reign of Error: The Hoax of the Privatization Movement and the Danger to America's Public Schools," in which it all seemed so familiar.  Like something out of a Mel Brooks movie. I pondered.

Yes, I seemed to satired the charter movement in this post about 3 1/2 years ago. But due to what I
learned by reading "Reign of Error," the satire might need updating;

Max Bialystock: Don't you see, darling Bloom, glorious Bloom? It's so simple. STEP ONE: We found the worst charter school ever , a surefire flop. STEP TWO: I raise a million bucks. Lots of little old ladies, NYCDOE, hedge fund managers, foundations created by billionaires, lawyers,Wall Street, presidents, mayors . STEP THREE: You go back to work on the books, two of them - one for the government, one for us. You can do it, Bloom; you're a wizard! STEP FOUR: We open a charter in the South Bronx. STEP FIVE, We act like we care, like we really believe the crap we're laying on the public And before you can say STEP SIX we kick all the kids who are not doing well and keeping up !!! STEP SEVEN: We take our million bucks and fly to *Rio!*

I wish this deform movement were a Mel Brooks comedy, but it is turning into a Shakespearean tragedy and right now the only ones ahead are the money people.

I'm now more scared than ever for the children, the families, the communities, and the real educators of this country. I thought I had a pretty good handle on what has been done to destroy education in this country. My knowledge just scratched the surface before reading "Reign of Error."

Diane is methodical and relentless in the first part of the book. Like a conductor leading an orchestra she begins to introducing to the layperson who and what are behind this so called reform, or rather, deform movement. So many of the players, so many of their games. So many of the worst of the worst. We learn how this corrupt web of education deform has all the players; the politicians, the hedge fund managers, the charters, the Rhees, the educational companies all in cahoots with one another all looking out for each others interests and all feigning interest in what really matters, the children.

She takes the lay person through the fabrications of the deformers by the hand, step by step as if even someone like myself is hearing this for the first times. Her crescendo is building. At this point she is no longer just conducting in front of the orchestra, but rather now from the the mountain top telling the country to open their eyes, look around and see what has become of education in this country and that something must be done, but it is not hopeless. That we all can fight back, we must fight back and not only save our schools, but to save our communities, ourselves, and most importantly, our children.

Diane comes up with solutions, not catch phrases, or talking points as her critics do when criticizing her, but solutions that are common sense, that won't break banks, that is except the Wall Street firms and hedge fund managers. One can only wish, no?

Common sense like what we know as teachers and parents that actually works. Class size, true early learning for children, services for the most needy and desperate of children, their families and the communities.

But it is time for the country to listen to Diane and take ownership and control of education away from those who only wish to subvert it for their own money making ways.

I predict, in fact I know, that Diane will go down in history as have Jacob Riis for "How The Other Half Lives," and Upton Sinclair for "The Jungle."

I was going to end this by insisting parents or would be parents to buy "Reign of Error." No, I can;t do that. If you care about the future of America, the future of the millions of young minds out there desperately seeking someone to lead them out of the wasteland of what the deformers had wrought us, you must buy this book.

Diane has shared her knowledge with is, it is up to us to deliver what she has bestowed to the masses.

Can someone please explain this career and college readiness to me? What is the determination for when one is career and/or college ready?

It's all bullshit.

I will make my point.

But first some background in a somewhat stream of consciousness.

I never cared for school growing up. I always felt that I was smarter than my teachers and smarter than everyone else and I was going to do things my way. This caused me to wind up in the principal's office on almost a daily basis.

I basically coasted through school up until 11th grade. I put in the effort I had to, nothing more, nothing less. School didn't excite me and I was bored all the time. I thought geometry was a waste of time and so was almost any other subject other than Social Studies.

I was obliterating my junior year in HS. I wasn't showing up for class, I wasn't showing up for school, I wasn't doing homework. I took my PSAT's and got an 850.

My parents decided that I needed a change and sent me to a local private school in the hopes that the personalized attention and small class size would help.

It didn't. I still didn't care. In fact I didn't care more because the other students at the school were there, more or less, for the same reason I was there.

My math teacher at this private school was a failed priest with a sociology degree that had no idea what he was talking about. I once asked him in the middle of class, "Mr Costa, do you have any naked pictures of your wife?" When he replied, "No," I asked him if he wished to purchase some from me. I got two weeks detention.

The science teacher, Mrs Amy was a hardcore Catholic. I muttered "Jesus Christ" under my breath and she slapped me with a week detention. I muttered it again to make sure she heard it and she slapped another week on.

I got more detentions here and there. Mostly had to come in on Saturdays for entire day "as punishment." Big deal. I was left alone in building. I found out where the TV was and watched or either slept.

I went back to my high school in September, and just continued. I barely graduated. I had no plans to go to college and the guidance counselors had no plans to guide me.

Oh, did I mention that my mom was diagnosed with Ovarian Cancer two months before I graduated. She died that November.

But even without her dying, I was in no way ready for college emotionally. I also had no idea what my career was going to be.

Right after high school I worked for my dad's printer on 8th Ave and 14th as a messenger. I loved it.  I was making $150 a week! I worked in Manhattan. I thought I was so cool.

The January after graduation I enrolled at the local community college. I put down Business as a major because everyone else did and that is what I thought my dad wished me to do.

I did not do well. And kept on not doing well through several semesters. The same went for my choice of jobs. 

I started working in a deli in 1987 and I liked it, the money was good, but it was not something I wanted to do long term. In fact during this time my Jewish great aunt was kvetching to me to go "learn a trade."

I soon moved out and around the time I was 27 I had an epiphany. I better get my ass in gear. And I did.

I think what did it for me was that I decided that going to and doing well in college was for me, not my dad. I had to want it for myself. I also had to want a career, for myself.

So what is the point I am getting at?

These so called exams that are determining and predicting whether or not a 3rd grader or a 12th grader is career and/or college ready are bullshit. All these exams do is show what the students can memorize, jot down, create, whatever. It doesn't show emotional readiness or what is in the students heart.

I am/was just as smart as the nerds in my high school that went to Brown, Yale, med school, law school, or whatever. They just took tests better and gave a shit more than I did and conformed more than I did.

Two of the stupidest people I know are my brother in law and my cousin. They are both lawyers. They have no clue of the world outside of the law.

I had a friend at one time who had graduated from the University of Chicago. Hell, he was book smart, but I teased him that if he ever go lost in the woods, he would have no idea what to do.

My wife is an artist, she wanted to be one from the time she was 10. Would a child such as my wife need to take the ELA or math exams?  Can creativity be tested?

My son wants to play Major League Baseball (I tell him that I will be happy if baseball helps facilitate him getting into college). Does he need to know trig to hit a ball or to throw a slider? Oh, I swear there is one Elite right now that is saying, "Well with Math and Science you can learn why a slider breaks as it does." Yeah, does Mariano Rivera really care how and why is cutter breaks?

I can see a point in high school students taking a more rigorous exam to see if they are truly career and/or college ready. But 9 year olds?

These exams are foisted upon us and created by Elites who think that everyone aims to excel and be as wonderful as they think they are.

Bullshit!

I am not trying to sound uncaring, but the world needs ditch diggers and Al Bundy's.

I am more concerned that my son puts an effort everyday into his schoolwork and whatever else he enjoys. The tests are bullshit.

I want him to go to a great college but that depends more on him than taking bullshit exams. It depends what kind of person he becomes as well.

As far as a career for him, do what you want and do what makes you happy. Just put an effort into what you do and be the best that you can be.

A generation is being lost. It is time to make those is charge responsible for hurting our children. 

The following is from the Washington Post's education blogger Valerie Strauss. Again, rarely do I copy and paste other blogs other writers writings, but Carol Burris hit a home run here.

The community of PS 154 please, please take heed to what Ms Burris has written. Ms Burris is a true leader, a true educator that truly has the best interests of the families, communities, the teachers, and most importantly, the children of not only her school, but of her community and the state as well.

Carol Burris is not a mouthpiece, she possess independent thought and creative thinking.

All that needs to be said.

New standardized test scores are  out today in New York, and here’s a post that tells you what to make of the results. This was written by award-winning Principal Carol Burris of South Side High School in New York, who has for more than a year chronicled on the test-driven reform in her state (here, and here and here and here, for example). Burris was named New York’s 2013 High School Principal of the Year by the School Administrators Association of New York and the National Association of Secondary School Principals, and in 2010,  tapped as the 2010 New York State Outstanding Educator by the School Administrators Association of New York State. She is the co-author of the New York Principals letter of concern regarding the evaluation of teachers by student test scores. It has been signed by more than 1,535 New York principals and more than 6,500 teachers, parents, professors, administrators and citizens. You can read the letter by clicking here. 
 
By Carol Burris

The release of New York Common Core tests scores brings to mind the opening of Charles Dickens’s “Hard Times”:

With a rule and a pair of scales, and the multiplication table always in his pocket, ready to weigh and measure any parcel of human nature and tell you what it comes to…

This is setting the stage for Chapter 2, entitled “Murdering the Innocents.” School Master Gradgrind, obsessed with data and facts, humiliates “Girl number 20” who cannot “define a horse.”  The humiliated young girl is quickly measured and done, deemed to be “possessed of no facts.”  In Gradgrind’s class, each child is a numbered vessel into which knowledge must be poured — faster and more efficiently from the pitcher of fear.

The chapter is a chilling and uncanny allegory for the data-driven, test-obsessed reforms that are now overwhelming our schools. This week, New York’s “hard times” measures were made public. There was no surprise when the new definition of “proficiency” was about 30 points below the old one. That’s what the system was designed to do. Yet the new, imperious Gradgrinds will predictably use the results as the rationale to propel their reforms. They have built their careers, reputations and, in some cases, their fortunes, coming up with inventive ways to show public school teachers as inept and to present the vast majority of public school students as below par.

While the fingers point and the blame is assigned, “The Innocents” are forgotten.  New York’s students labored through days of testing so that the ignorance of the “number 20s” could be exposed for all to see.  The question is: To what end?

Their failure, of course, was preordained. This drop was predicted by Deputy Commissioner Ken Slentz in March before any bubble was filled and by Commissioner John King who declared that scores would “likely drop by 30 points” before the last test was sealed in its packet.  If a teacher in my school told me that he designed a test that was so hard that the passing rate would drop by 30 points and the majority of his students would fail, I would walk him to the door.

The rationale here is muddled at best, but the detriments are obvious. For instance, young students in New York State who are developing as they should will be placed in remedial services, forgoing enrichment in the arts because they are a “2” and thus below the new proficiency level. That is where the vast majority of students fall on the new scales — below proficiency and off the “road to college readiness.”  Students, who in reality may not need support will be sorted into special education or “response to intervention” services.  Parents will worry for their children’s future. The newspapers will bash the public schools and their teachers at a time when morale is already at an extreme low. The optimism teachers first felt about the Common Core State Standards is fading as the standards and their tests roll into classrooms.

Because of the Common Core, our youngest children are being asked to meet unrealistic expectations. New York’s model curriculum for first graders includes knowing the meaning of words that include “cuneiform,” “sarcophagus,” and “ziggurat.” Kindergarteners are expected to meet expectations that have led some early childhood experts to worry that the Common Core Standards may cause young children harm.  If we are not careful, the development of social skills, the refinement of fine motor skills, and most importantly, the opportunity to celebrate the talents and experiences of every child will be squeezed out of the school day.
What is equally disconcerting is that these reforms are being pursued with little or no evidentiary grounding. There is, for instance, zero sound research that demonstrates that if you raise a student’s score into the new proficiency range, the chances of the student successfully completing college increases. New York’s new cut scores are an attempt to benchmark state scores to the proficiency rates attached to the National Assessment of Educational Progress, or, NAEP. Yet the connections between NAEP scores and college performance are so spurious that researchers have yet to claim that NAEP scores have any predictive value at all when it comes to college and career readiness.  In addition,  the NAEP proficient level is very high, not at grade level at all.  In fact, most analysts consider the NAEP Basic level to be at grade level.  You can read about the problems with using NAEP as a benchmark here.

In light of all of the above, my advice to parents is this. Remember that these tests are hardly a measure of your child’s value or promise as a student. Be outraged if she is now labeled “below proficient” based on tests that were designed to have scores drop like a stone.  Your conversations with your child’s teacher or principal can give you far better insights into her academic and (just as importantly) social and emotional growth.

In fact, in the upcoming months, there will be far more important issues to worry about than our children’s test scores.  As schools and their teachers are hammered due to the score drop, there will be tremendous pressure to further narrow the curriculum and cut out all of the enrichment that can make young children smile with anticipation on Monday mornings. Don’t allow your schools to become the Dickensian places that are “in all things regulated and governed by fact” and where teachers are obliged to “discard the word Fancy altogether” as the government officer in “Hard Times” directed Gradgrind and his students to do.

If you think I am exaggerating, I suggest you read the Metrics and Expectations found here and ask, “Is this the way I want my neighborhood school to be run?” See how infrequently the words “parent” and “student” are mentioned.  If you think that parents and students matter, you will be disappointed.  Local control has no place in “metrics and expectations.”

The bottom line is that there are tremendous financial interests driving the agenda about our schools — from test makers, to publishers, to data management corporations — all making tremendous profits from the chaotic change. When the scores drop, they prosper. When the tests change, they prosper. When schools scramble to buy materials to raise scores, they prosper. There are curriculum developers earning millions to created scripted lessons to turn teachers into deliverers of modules in alignment with the Common Core (or to replace teachers with computer software carefully designed for such alignment). This is all to be enforced by their principals, who must attend “calibration events” run by “network teams.”

We who are inside schools have been sounding the alarm, although perhaps not as loudly as we should. But in the end, it will be parents, speaking with each other and with their local school boards and legislators, who will insist that sanity prevail and local control and reason be restored. It will be parents who insist that school not be a place of the continual measurement of deficits, instead standing as places that allow students to show what they know beyond a standardized test. Parents won’t “buy the bunk” and they will tire of data driven, rather than student driven, instruction. Then the “Hard Times for These Times” will end.

As the clock is ticking down to when all mayhem is about to take place across the State of New York, we here in the suburbs seems rather calm, as I am sure the rest of the state is.

Of course the rest of the state are not the 5 boroughs of New York City in which we have been told that the sky is about to fall and soon rioting will commence throughout the Empire State?

What is causing all this? Of course it is the release of the state exam scores 4 months after they were administered and 3 1/2 weeks before school begins, tomorrow, August 7.

John King, Grand Poobah of the NYSED said;

“Scores are expected to be significantly lower than the 2011-’12 scores,” he wrote, adding that principals should use the scores “judiciously” when making decisions about whether to fire teachers.

“People are freaking out at Tweed,” said the agency official, who asked to remain anonymous. “They’re trying to find a way to spin the scores so it doesn’t look so bad.”