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Ohio Third Graders Face Retention Ultimatum

PBS recently ran a report on the new 3rd grade reading gaurantee.

Watch Ohio Third Graders Must Learn to Read or Repeat the Year on PBS. See more from PBS NewsHour.

This exchange with the Senate Education Committee chair was interesting

PEGGY LEHNER: I'm hoping that we can put some additional money in.

JOHN TULENKO: How much is it going to take?

PEGGY LEHNER: I think, frankly, we might be looking at $50 million, 60 million.

JOHN TULENKO: Lehner also acknowledges educators' other concerns about the reading guarantee: lack of preschool and parents who don't do their part.

There are so many questions around this.

PEGGY LEHNER: Sure.

JOHN TULENKO: Do you ever feel like you are stepping out on a limb on this one?

PEGGY LEHNER: It is a risk. And I think we have to take a risk. We have to change what we are doing, because what we have been doing is not working.

JOHN TULENKO: Can you give us a guarantee that this will work?

PEGGY LEHNER: Of course not. Of course not.

The budget will be a good opportunitiy to right some of these problems.

Right To Work Is A Lie — It's No Rights At Work

More on "Right to work" being a lie.

Supporters of so-called “right to work” laws argue that they advocate for a cause whose noble aim is to advance personal liberty and promote economic growth. They wield buzz words like “freedom” and “choice” for their messaging. They opine that too many workers needlessly suffer because corporate America cannot free itself from the shackles of greedy labor unions. A non-critical eye may see a movement that champions freedom and offers hope. However, if you look just beneath the surface of the “right to work” cause, you will see a campaign that is built on distortions and predicated on lies and whose unstated purpose would undermine workers’ safety, economic security and well-being. The true goal of right to work is to put more money into the pockets of corporate shareholders. The consequence of these purposes, whether intended or unintended, is a diminished middle class.

right to work is wrong

Right to work (RTW) does not provide a financial benefit to workers. It hurts them – financially and physically. A viable labor movement is the best way to advance the wellbeing of the middle class. Here’s what the empirical research shows in terms of worker compensation and workplace safety:

  • The average worker in a RTW state earns about $1,500 less per year than a person working in a non-RTW state.
  • Unions raise worker pay by roughly 20 percent.
  • In Ohio, teachers working in non-union charter schools receive annual salaries that are about $16,000 less than those paid to traditional public school teachers. The gap is even larger when compared to what for-profit charter schools pay their teachers.
  • The rate of employer-sponsored health insurance and pensions is lower in RTW states.
  • Worker fatalities in the construction industry are 34 percent higher in RTW states.

Economic development is not enhanced by RTW legislation. In fact, the enactment of RTW laws almost certainly hinders growth and prosperity:

  • Research finds no relationship between the presence of a RTW law and state unemployment rates, per capita income or job growth.
  • When asked what influences their plant-location decision process, RTW is not an important criterion for small manufacturers.
  • Low-wage workers result in lower tax revenues, putting infrastructure needs and education and other publicly funded services at risk.
  • Lower wages also mean less spending by consumers, which stunts economic expansion.
  • States with the lowest percentage of workers in unions have relatively weak middle classes.

In addition to fewer, lower paying, less safe jobs and an erosion of infrastructure and decreased levels of public services, RTW robs our country of its democratic principles. Research shows that a weakened labor movement results in lower voter turnout and less participation by ordinary citizens in the political process. Maybe that is exactly what the RTW folks want; a means of keeping the political cronies of the richest in power so their interests will be forever served. Right to work is a carrot for a select few at the top of the economic food chain and a stick for everyone else.

The Higher the StudentsFirst grade, the lower the academic performance

StudentsFirst released their "education policy report card" which they describe thusly

StudentsFirst created the State Policy Report Card to evaluate the education laws and policies in place in each state. We hope this helps reveal more about what states are doing to improve the nation’s public education system so that it serves all students well and puts each and every one of them on a path toward success.

They give each state a GPA based upon how much of StudentsFirst policy prescriptions have been implemented. We thought it would be interesting to look at the correlation between StudentsFirst "GPA" and the NAEP scores to see how well the policies StudentsFirst wants legislators to pursue stacks up against actually academic results.

The results are quite clear and unambiguous - following the policy prescriptions of StudentsFirst is bad for academic performance.

As you can see, in both 4th and 8th grade reading and math, the higher the StudentsFirst grade the lower the students performance. Yet more proof that StudentsFirst is not an education reform organization, but instead an extreme right wing anti-tax group funded by billionaires.

StudentsFirst is an anti-tax group

StudentsFrist, the lobbying organization ran by Michelle Rhee, puts itself forward as an education reform organization, but when one carefully looks at their agenda it is clear what they really are is another extreme right wing anti-tax group.

Their goal is to transfer as much money from public schools to private enterprise, while eroding public schools themselves. Let's look at the clear evidence.

The NYT reports

In just a few short years, state legislatures and education agencies across the country have sought to transform American public education by passing a series of laws and policies overhauling teacher tenure, introducing the use of standardized test scores in performance evaluations and expanding charter schools.

Such policies are among those pushed by StudentsFirst, the advocacy group led by Michelle A. Rhee, the former schools chancellor in Washington. Ms. Rhee has generated debate in education circles for aggressive pursuit of her agenda and the financing of political candidates who support it.

In a report issued Monday, StudentsFirst ranks states based on how closely they follow the group’s platform, looking at policies related not only to tenure and evaluations but also to pensions and the governance of school districts. The group uses the classic academic grading system, awarding states A to F ratings.

With no states receiving an A, two states receiving B-minuses and 12 states branded with an F, StudentsFirst would seem to be building a reputation as a harsh grader.

Ohio received a C-. StateImpactOhio talked to StudentsFirst about this report.

You mentioned that we’re a C but there are things in action that – according to your standards – will improve education in Ohio. What are those things?

A: Currently we have a system where regardless of how a child performs, teachers’ evaluation, pay, performance is pretty much divorced from the students’ outcomes. When you evaluate teachers you have to factor in student performance in those evaluations, and so Ohio has now passed legislation saying that student performance has to play a role in terms of teacher pay and promotion. We think it needs to go further, we think tenure decisions need to be based on student performance.

This comes as no surprise. StudentsFirst supported SB5 which had similar goals. What should be eye opening is this policy goal itself. If the goal is to put students first, why would this organization choose to pursue a failed policy?

In Washington DC where Michelle Rhee was head of the schools, she implemented this system, and as we reported last year it has been an unmitigated disaster.

Washington DC has purged a vast number of experienced teachers pursuing the policies of Michelle Rhee and the results have been terrible for students

D.C. public schools have the largest achievement gap between black and white students among the nation’s major urban school systems, a distinction laid bare in a federal study released Wednesday.

The District also has the widest achievement gap between white and Hispanic students, the study found, compared with results from other large systems and the national average.

The study is based on the 2011 National Assessment of Educational Progress, federal reading and math exams taken this year by fourth- and eighth-graders across the country.

The country already has a teacher attrition problem. We need policies that will retain experienced teachers, not drive them faster from the profession

In what other policy arena would a group be taken seriously by arguing for policies that eliminated experience? It is clear that what StudentsFirst aim is then, is to reduce the cost of teachers in order to pursue low taxes and siphon that saved money to private enterprise.

Furthermore, the recent 2012 elections demonstrated that ideology, not putting students first, is the main goal of Rhee's organization

Rhee makes a point of applauding “leaders in both parties and across the ideological spectrum” because her own political success — and the success of school reform — depends upon the bipartisan reputation she has fashioned. But 90 of the 105 candidates backed by StudentsFirst were Republicans, including Tea Party enthusiasts

Many of those endorsed candidates include legislators who cut Ohio public schools funding by by $1.8 billion - a move decried by the majority of public school supporters, but found StudentsFirst silent on the matter.

When you separate the rhetoric from the results and the goals, it becomes far easier to understand StudetnsFirst not as an education reform group but instead as a right wing anti-tax group - something all the available evidence demonstrates.

Why No Rights At Work Is Wrong

Borrowed totally from OEA.

OUR OPPONENTS ARE ATTACKING WORKING AND MIDDLE CLASS PEOPLE AGAIN

Our out-of-touch opponents are trying to deceive voters again like they did last year. This is worse than SB 5. It doesn’t have to be this way. The so-called, trick-titled “right to work" is WRONG because it is an unsafe and unfair attack on workers' rights, good jobs, families and the middle class. We call it No Rights at Work is Wrong and we don’t need it.

IT'S UNFAIR

If you work hard and play the rules, you should be treated fairly You should be able to earn a fair wage for a hard day’s work RTW is unfair because it degrades the value of hard work and the worker

IT IS AN ATTACK ON WORKERS' RIGHTS

RTW strips workers of their collective bargaining rights Voters have spoken on this issue: they support collective bargaining rights Workers should be able to speak up for themselves, their coworkers and their community on the job

IT HURTS JOBS/COMMUNITY

RTW means lower wages and fewer benefits for you, me, all of us We need good paying jobs for working and middle-class Ohioans Communities thrive and grow when Ohioans have good paying jobs

IT'S UNSAFE

It makes it harder to collectively bargain for life-saving equipment, staffing and other safety issues for the brave men and women that protect us, like police officers and firefighters It takes away the professional voices of those we trust to take care of our children and families, such as teachers and nurses It is wrong because it means less money, lower wages and fewer benefits for you, me and all of us in the middle class. Communities thrive and grow when Ohioans have good paying jobs. Let's stand up together and stick together for a decent standard of living.

We Deserve It.

Major evaluation change slipped into HB555

Over the Holidays, the Governor signed the latest education bill, HB 555. StateImpact has a decent rundown of most of the items that were addressed in the bill. However, one major piece of policy change made in HB555 has gone totally unreported, not surprisingly since it was done in the 11th hour, with no testimony or hearings. Indeed, we're doubtful many lawmakers even knew it had been slipped in there.

Sec. 3319.112. (A) Not later than December 31, 2011, the state board of education shall develop a standards-based state framework for the evaluation of teachers. The state board may update the framework periodically by adoption of a resolution. The framework shall establish an evaluation system that does the following:

(1) Provides for multiple evaluation factors, including student academic growth which shall account for fifty per cent of each. One factor shall be student academic growth which shall account for fifty per cent of each evaluation. When applicable to the grade level or subject area taught by a teacher, the value-added progress dimension established under section 3302.021 of the Revised Code or an alternative student academic progress measure if adopted under division (C)(1)(e) of section 3302.03 of the Revised Code shall be used in the student academic growth portion of an evaluation in proportion to the part of a teacher's schedule of courses or subjects for which the value-added progress dimension is applicable.

If a teacher's schedule is comprised only of courses or subjects for which the value-added progress dimension is applicable, one of the following applies:

(a) Beginning with the effective date of this amendment until June 30, 2014, the majority of the student academic growth factor of the evaluation shall be based on the value-added progress dimension.

(b) On or after July 1, 2014, the entire student academic growth factor of the evaluation shall be based on the value-added progress dimension. In calculating student academic growth for an evaluation, a student shall not be included if the student has sixty or more unexcused absences for the school year.

If you're not familiar with legislative language, here's the summary

HB 555 radically changes the method of calculating evaluations for about 1/3 of Ohio's teachers. If a teacher's schedule is comprised only of courses or subjects for which the value-added progress dimension is applicable - then only their value-add score can now be used as part of the 50% of an evaluation based on student growth. Gone is the ability to use multiple measures of student growth - ie Student Learning Objectives or SLO's.

Teachers and school districts have spent countless months collaborating on the development and implementation of an evaluation system originally detailed in HB153 - only to now find the rules of the game changed at the 11th hour. Furthermore, the change is regressive. We have detailed the growing list of research that demonstrates the very real and serious problems with heavy reliance on value-add, and the need to offset these problems by using multiple measures of student growth. See here, here, here, and here for examples.