10 Education Reform Tactics That Hurt Students and Don’t Improve Education

We write almost exclusively about education reform here at JTF, and there's been an awful lot to write about in recent years. At the very core of our support and objections to various reforms has always been whats best for students. This post from LAProgressive captures a lot of the problems with the current direction corporate education reform is taking us, and the negative effect it has on students

1. Deluging schools with tests in every grade and every subject beginning with pre-kindergarten, to the point where little else goes on in school but preparing for tests.

2. Pushing the arts out of a central role in the life and culture of public schools.

3. Demoralizing teachers, especially the most talented and experienced teachers, by subjecting them to evaluations based on junk science

4. Discriminating against special needs and English Language Learner (ELL) students by giving favorable treatment to charter schools which exclude or drive out such students, and forcing such students to take tests that are developmentally inappropriate for them

5. Destabilizing communities by closing schools that have been important community institutions for generations.

6. Undermining the mentoring and relationship building that are at the core of great teaching, especially in poor and working class communities, by raising class size and substituting online learning for direct instruction without thinking through the consequences of such policies on young people who need personal attention and guidance.

7. Creating such unrealistic pressure on schools, and on administrators and teaching staffs, that cheating on tests becomes endemic.

8. Giving billionaire philanthropists, and wealthy companies which provide services to schools such power over education policy smothering the voices of teachers, parents and students.

9. Replacing veteran teachers, often teachers of color, with poorly trained Teach for America Corps members,most of them white, who go through a 5 week training period before being given their own class, and often leave for other professions after their two year teaching commitment is completed.

10. Adding to mental health problems of students by spending so much on testing that school districts have to fire school counselors, and to the physical problems of students by transforming gym and recess and after school programs into test prep removing opportunities for exercise and play.

There's a lot to recognize in that list, and be worried about.

Ohio education budget and policy briefing

On August 29, 2011, The Educational Service Center of Central Ohio, the Columbus Urban League, and KidsOhio.org co-hosted a budget briefing. The new State Superintendent of Education, Stan Heffner, and other Ohio Department of Education staff explained the many budgetary and policy changes in the newly-enacted, two-year state budget.

We were going to write a report on this presenation, that covered a diverse range of issues from the move away from minimum competency to college readiness, accountability, the budget, common core standards etc. There was a lot of corporate speak in this presenation, including such turns of phrase as "return on investment" and even a graph that shows arrows going up and down that's intended to mask the drastic budget cuts.

But, rather than write that report we thought we'd take all the words in the presenation and produce this word scramble. The more a word was used, the bigger it is. It's clear to see where the emphasis is, and just as importantly, where it is not.

Here's the powerpoint of the presentation that was given

Ohio Education Budget 829

Here's the video of the presentation. You'll want to fast forward past the introductions to the 13 minute mark for the beginning of the actual presentation. The presentation ends at 1 hour 10 minutes, then there's a Q&A

Watch live streaming video from escofcentralohio at livestream.com

Note to teachers: Thanks for loving our kids

Dear Teachers,

This is the first of much correspondence you'll receive from us this year.

We'll write to beg for an extension on our children's math assignment.

"Soccer practice went late last night and there was no time for homework and we're sure you'll understand because it's Jake's first year in select and it really matters."

We'll scribble a note to ask that you move our sensitive Lucy away from domineering Evelyn - but not near chatty Suzy and as far away as possible from mean Renee.

We will write to remind you of our children's orthodontist appointments, allergy shots, physical therapy sessions for the torn ACL, early dismissals every Thursday so we can get them to ballet classes on the other side of town.

And please note that Aaron will be gone the entire week after Thanksgiving since we couldn't schedule our winter vacation any other time.

We'll email a request for extra science homework for our Anthony, who you'll recall is gifted. But could you lighten up on that weekly vocabulary list? Asking fifth-graders to remember eight definitions every week is just too stressful.

[readon2 url="http://news.cincinnati.com/article/20110818/COL01/108190332/Note-teachers-Thanks-loving-our-kids?odyssey=mod%7Cnewswell%7Ctext%7CColumnists%7Cp"]Continue reading (the pay off is great) ...[/readon2]

A Columbus Teacher Testifies against HB153

OEA and CEA member Philip Hayes' opposition testimony to HB 153

Written Testimony
Ohio Senate
Senate Finance Committee, Chris Widener, Chair
Testimony in Opposition to Sub. HB 153 by:
Philip W. Hayes, Educator,
Brookhaven High School
Columbus City Schools

Tuesday, May 17, 2011
Good morning Chair Widener, Vice Chair Jones, Ranking Member Skindell, and members of the Senate Finance Committee. I thank you for giving me the opportunity today to speak candidly and personally regarding my opposition to Substitute House Bill 153.

I am a high school social studies teacher at Brookhaven High School in Columbus, Ohio. It is my first and only teaching assignment; I’ve taught there since 1998 and cannot imagine teaching anywhere else.

I want to tell you all that for the past four months, I wake up each morning at 5 a.m., angry. I go to bed each night, often at 10 or 11 p.m., tired, frustrated, hoarse from talking and arguing, and wake up angry again the next day, only to start the process over.

I am angry because of the various pieces of legislation that have been proposed or passed by the Ohio General Assembly that deal with education matters. This includes the items in HB 153 that threaten to change my profession, my calling, my life’s work into something much less—a job. Teaching is not what I do; it is who I am. Most importantly, the proposed changes will affect my students.

Who are my students? According to the latest state report card, each class of 30 students at Brookhaven has 25 that qualify for free or reduced-price lunch. Seven of the 30 have transferred from another school. Five students have an identified learning disability. Three students were learning how to read, write and speak English as they were being instructed in that language. Roughly one student in each class of 30 was homeless.

Here are just some of the proposed “solutions” that have been included in HB 153 that will affect my students, my colleagues and their students. Why has an overall K-12 funding decrease been touted as a state foundation increase? While the promise has been made that the state will not increase taxes, the truth is that local school districts will have to put levies on the ballot at an ever-increasing rate to make up for the shortfall in state funding. This proposed budget shifts the burden from the state to local governments.

I take issue with the provision that gives teachers a $50 bonus if their students achieve more than a year’s worth of academic growth. This transforms our students from human beings into fifty-dollar bills. Why would you want to create a situation where a teacher walks into a class and sees their students with dollar signs hovering over their head? Our students are equal human beings, and should be treated as people, not profits.

I disagree with the section that calls for retesting teachers that teach in core academic areas if they work in a school that is identified as one of the lowest 5 percent statewide. We have already passed a national test, selected for use by the state’s Department of Education to establish our subject area competence. Just weighing a pig doesn’t make it fatter.

I object to the House’s inclusion of teacher evaluation provisions from SB 5 into HB 153. It is, at its best, disingenuous; at its worst, it is duplicitous, divisive and devious.

The basis of merit pay within the bill, as proposed, is completely without merit. There are many areas where state achievement test scores or growth data cannot be used to inform the evaluation process. How can anyone possibly determine the worth of an art, music or physical education teacher that inspires and motivates a student to become an artist, musician or more physically fit, enriching, changing and perhaps saving their lives?

For the past four years, I have my students pick the best teacher they’ve ever had and write them a letter, thanking them and explaining why they were chosen. Often times, those teachers write back to my students and their share stories and recollections from when my students were in their classroom.

Over the course of those four years, none of the student letters have contained the sentence “Thank you for helping me pass the test.” Not one. But these are the best teachers these students have ever had; they have made their subject come alive for them, encouraged them, inspired them, fought for them, laughed with them and cried with them. All of those are teacher attributes that cannot be tested, surveyed or measured.

Chair Widener, Vice Chair Jones, Ranking Member Skindell, and members of the Senate Finance Committee, I thank you for your time and attention. I would be happy to answer any questions you might have at this time.

Please contact your State Senator and urge them to remove the SB5 provisions from HB153 (the budget bill).