Evidence builds - corporate ed policies are failing

Lately, study after study, report after report is casting doubt on the efficacy of corporate education reform polcies. The ltest comes from The Broader Bolder Approach to Education

Pressure from federal education policies such as Race to the Top and No Child Left Behind, bolstered by organized advocacy efforts, is making a popular set of market-oriented education “reforms” look more like the new status quo than real reform.

Reformers assert that test-based teacher evaluation, increased school “choice” through expanded access to charter schools, and the closure of “failing” and underenrolled schools will boost falling student achievement and narrow longstanding race- and income-based achievement gaps.

KEY FINDINGS
The reforms deliver few benefits and in some cases harm the students they purport to help, while drawing attention and resources away from policies with real promise to address poverty-related barriers to school success:

• Test scores increased less, and achievement gaps grew more, in “reform” cities than in other urban districts.
• Reported successes for targeted students evaporated upon closer examination.
• Test-based accountability prompted churn that thinned the ranks of experienced teachers, but not necessarily bad teachers.
• School closures did not send students to better schools or save school districts money.
• Charter schools further disrupted the districts while providing mixed benefits, particularly for the highest-needs students.
• Emphasis on the widely touted market-oriented reforms drew attention and resources from initiatives with greater promise.
• The reforms missed a critical factor driving achievement gaps: the influence of poverty on academic performance. Real, sustained change requires strategies that are more realistic, patient, and multipronged.

That's a troubling litanty of corporate education reform failure. You can read the report, here.

Governor's school funding bamboozle

Yesterday, finally, the Governor released his district by district breakdown of school funding. To say that the numbers didn't reflect the rhetoric given at the rollout would be quite the understatement. During the rollout the Governor and his education advisors led everyone to believe that funding levels would be based upon district property wealth and income. The breakdowns produced however show almost the opposite.

David Varda, executive director of the Ohio School Business Officials Association, said he suspects many school officials in poor districts expected more state aid under Kasich’s plan.

“Based on the premise that this funding was going to deal with disparity, I’m surprised by some of the lower-wealth districts not getting any increase while some higher-wealth districts are getting more, although they seem to be districts with growing enrollment,” Varda said.

If districts were expecting more, the vast majority are going to be greatly disappointed. We looked at the percentage funding increase being offered for 2014 and produced the following chart

As you can see from this chart, 396 of 614 districts received zero extra dollars for 2014. When one factors in inflation, the number grows in real terms to over 400. Worse still, the funding data released by the Governor does not include money that districts will lose to charter schools and voucher recipients - in 2012 that was over $700 million in Ohio.

The Governor had promised $1.2 billion in extra funding, but when totaling the increases for 2014 and 2015 we can only count to $563,713,406. Even accounting for the $300 million "Straight A fund" we're struggling to see how we get to the promised $1.2 billion

In order to explain this bizare school funding formula, the Governor's education advisors had to resort to even more bizarre word games with reporters

Kasich education policy advisor Barbara Mattei-Smith said that’s because school districts that many people think of as “poor” are not actually poor for the purposes of determining state funding under the Kasich plan.
[...]
Kasich education advisor Dick Ross said, while the funding estimates may surprise some, they represent “reality.”

“Maybe the perception needs to be recognized as not being what’s real,” he said.

What is real is the ongoing underinvestment in Ohio's public schools by this Governor. The numbers, which he was reluctant to release, speak for themsevles.

Stop blaming teachers

The Merriam-Webster dictionary defines scapegoat as one that bears the blame for others, or one that is the object of irrational hostility. Those of us in the education profession would define scapegoat this way: teacher.

Scapegoating teachers has become so popular with policymakers and politicians, the media, and even members of the public that it has blurred the reality of what’s really happening in education. What’s more, it’s eroding a noble profession and wreaking havoc on student learning, says Kevin Kumashiro, author of Bad Teacher!: How Blaming Teachers Distorts the Bigger Picture.

In his book, Kumashiro, president of the National Association for Multicultural Education and professor of Asian American Studies and Education at the University of Illinois at Chicago, explains how scapegoating public-school teachers, teacher unions, and teacher education masks the real, systemic problems in education. He also demonstrates how trends like market-based reforms and fast-track teacher certification programs create obstacles to an equitable education for all children.

[readon2 url="http://neatoday.org/2012/11/26/stop-blaming-teachers/"]Continue reading...[/readon2]

Beyond Rhetoric

While the "Cleveland plan" legislation is yet to be finished in Columbus, with some thinking it might not get done at all, the real "Cleveland Plan" is moving beyond lofty rhetoric, and it has nothing to do with students or their success, and certainly nothing to do with creating a world class environment meant to retain and attract the best teaching talent that would lead to that success. In order to close the budget deficit the district faces, the board voted to accept the following cuts

• Elimination of three voluntary professional days, saving the district about $2.85 million.
• Reduction of proposed bonuses for teachers handling extra-large classes, saving the district about $368,000.
• Elimination of three mandatory professional development days, saving the district about $3.45 million.

Despite the calls for merit based pay to incentivize teachers, gone are bonuses for even attempting to deal with massive class sizes caused by previous lay-offs. Despite the historic agreement made with the teachers union over teacher evaluations, gone are professional development opportunities to improve pedagogical skills.

This news is on top of what was already a troubling and telling sign that the rhetoric around the so called "Cleveland plan" was shaping up to be just that, rhetoric.

The Cleveland school district plans to cut about 600 teachers from its payroll by fall to trim a budget deficit, leading to shortened school days and cuts in music, art and gym classes.
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The plan calls for school days for kindergarten through eighth grade to be shortened by 50 minutes, that time being shaved from art, music, gym and media classes.
[...]
The shorter day contradicts Gordon's long-term goal of having longer days or longer school years in some schools.

You can plainly see that the rhetoric used to sell the Cleveland plan simply doesn't add up to the actions being proposed. The real crisis is Cleveland has always been obvious, with it's roots firmly embedded in an unconstitutional school funding system.

One group of people do seem to have a real plan to help all of Ohio's public schools - parents, rallying for school funding

public school advocates pushing for a new funding formula are taking their voices straight to lawmakers. They march on to Capitol Square, carrying signs and chanting…..hoping to make their voices heard.
[...]
the public school funding activists say they don’t like what they’ve seen from the Governor and lawmakers during the past year and a half. And the advocates say they will keep the heat on to try to convince lawmakers to reduce reliance on property taxes and change the system so that all schools have what they need.

It's time to really put students at the center of reform, and that means funding to provide an excellent education, in safe, welcoming schools. Without that, reform is just empty rhetoric.

It's raining in Cleveland

We previously reported on the real story in Cleveland, so it was good to see this report of about Cleveland public school teachers rallying at the statehouse with a simple message to the Governor - it's raining in Cleveland.

Previously on JTF we reported on this funding crisis.

• No Laughing Matter
• Blind eyes and cruel intentions

The real story in Cleveland

Taken directly from Mayor Frank Jackson's "Cleveland Plan" document

The Plan: This is a bold, child‐focused plan prepared to address chronic and structural challenges – both academic and financial ‐ for the Cleveland Metropolitan School District. It is designed with one over‐arching mission: Do what is best for Cleveland’s children. At the same time, it will help improve the future and vitality of the City.

Goal: Create educational excellence for every child in Cleveland. Within six years after implementation, The Plan is anticipated to triple the number of Cleveland students enrolled in high‐performing district and charter schools.

Worthy goals to coalesce behind, most people would agree. But how do those goals square with the Mayor's actual plans?

The Cleveland school district plans to cut about 600 teachers from its payroll by fall to trim a budget deficit, leading to shortened school days and cuts in music, art and gym classes.
[...]
The plan calls for school days for kindergarten through eighth grade to be shortened by 50 minutes, that time being shaved from art, music, gym and media classes.
[...]
The shorter day contradicts Gordon's long-term goal of having longer days or longer school years in some schools.

It doesn't just contradict plans for a longer school day, it contradicts the entire plan to provide "educational excellence for every child in Cleveland". How does one do that by cutting music, art, gym?

We can begin to see the real purpose behind the "Cleveland plan", one which the Mayor let slip in front of City Council

"...this is about whether or not we can pass a levy in November and to be perfectly honest with you I don't know if any of you would support a levy with the same old stuff you're not going to do it and neither would the citizens of the city of Cleveland."

This hasn't been some great secret, but we should stop pretending this is for the students, if it was, collaboration with stakeholders who actually do the educating would have happened from day one. Instead, the Mayor has spent a lot of time obfuscating the real crisis in Cleveland.

The Cleveland Municipal School District currently faces a large deficit of approximately $65 million, according to the Mayor.
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The bulk of the deficit faced by Cleveland public schools is a direct result then, of the draconian budget enacted by columbus politicians and supported by Governor Kasich. Why Mayor Jackson has not called upon the Governor to restore funding to his schools, instead of seeking his help in denying teachers basic collective bargaining rights, remains a deep mystery.

Cleveland has only been able to pass 1 levy in 39 years, and with businesses, alleged by the Governor to be making threats, you can see why the Mayor feels like he had to engage in some old fashioned union busting.

Passing a bipartisan education reform bill is only the beginning of solving Cleveland's crisis.

The Cleveland teachers Union have moved a long way, and presented what should be viewed as an historic compromise, it's now time for Cleveland businesses to step up and support their schools, and for the state to step up and meet its constitutional obligations in helping Cleveland close its budget gap that the state helped create.

Maybe then we can really begin to talk about delivering "educational excellence for every child in Cleveland".