Tuesday, October 30, 2012

Matt Miller on Hurricane Sandy and Plight of Poor Children


Matt Miller with a powerful, thoughtful column on the similarities between Hurricane Sandy and the plight of poor children – yet the very different responses by oursociety:

There’s something powerful yet perplexing in our response to the havoc wrought by Hurricane Sandy.

The universal impulse is empathy for those who’ve been hurt through no fault of their own and a determination to mobilize collectively via government to ease the pain and fix the damage. Yes, of course, there are utility contractors, religious groups and nonprofits like the Red Cross doing essential work – every hand is needed on deck — but we rightly expect government to lead when it comes to coping with calamity.

The perplexing thing is this: Why is our moral instinct so different when it comes to natural disasters like Sandy as opposed to slow-motion man-made disasters, such as the fate of millions of poor children languishing in failing schools? Why do some bad things that are outside people’s control elicit empathy and a thirst for urgent response – and other bad things outside people’s control persist for decades in the face of de facto indifference?

We can pretend otherwise, but indifference is ultimately what we’ve shown poor children in the United States. These kids come into the world with disadvantages beyond their control. As a society we then make matters worse by leaving them poorly fed and largely untutored before they reach school age and then by assigning most of them to the least qualified teachers and shabbiest school facilities in the country.

The impact on their lives – not to mention the loss to the economy, when so much human potential is left untapped – vastly exceeds any damage Sandy will do. Our indifference helps explain why upward mobility is now greater in most of Europe than in the United States.

Yet we don’t see wall-to-wall coverage. We don’t see Ali Velshi reporting for hours from urban classrooms whose kids are knee-deep in despair just as surely as if they were treading water in Atlantic City. We don’t see Erin Burnett tracking the tide of neglect that’s lapping at these students’ feet just as Sandy swelled the waters Burnett patrolled in lower Manhattan.


When a hurricane hits the eastern seaboard, Florida, or New Orleans, or when tornados hit Alabama, or when an earthquake hits California, or when levees overflow in Missouri, or a terrible draught hits the Midwest, we’re all in this together. But when millions of people lose their homes to foreclosure, they were greedy speculators; when millions of people lose their jobs through no fault of their own and go on food stamps and receive unemployment benefits, they’re worthless leaches on society. What are we coming to??? It’s always been the core of the greatness of America that we all feel like we’re our brother’s keeper for our fellow citizens, even if our brother has different color skin, prays to a different god, was born in a different country, loves someone of the same gender, or (heaven forbid!) votes for someone of a different party. So sad…

Gloria Romero on Schools Named After Civil Rights Leaders

Gloria Romero echoes Matt Miller’s points about millions of students, year after year, languishing in failing schools, many ironically named after civil rights leaders:

... we have a habit of naming schools after civil rights legends. But should a school that bears such a name also be among our state's chronically lowest-performing schools?

Last May, the Navy launched a new cargo ship, the USNS Cesar Chavez. What reaction would there be if that ship had sunk on its maiden voyage? Would we tolerate the drowning of its crewmembers? Surely, there would be an immediate call for a commission to "get to the roots" of this tragedy.

Yet, we allow schools named after heroic leaders to sink, year after year. Our students "drown" in chronically underperforming schools. Where are the inquiries?

This question is particularly relevant as we await release of California's Department of Education's List of 1,000 chronically underperforming schools. This compilation is based on a law I wrote that mandated giving parents access to these "watch lists," which previously were compiled by bureaucrats and then just left on a shelf in Sacramento. The idea behind the law was to spotlight underperforming schools, to begin their transformation with parental knowledge and participation.

There are some 35 California schools named after Cesar Chavez. Almost all are identified as "Program Improvement" (PI) schools – which is a bureaucratic label meaning "failing." Tens of thousands of students are "drowning" in these chronically underperforming schools. No whistles are blown. We just step back and watch them sink; and we also seem to blame the students for the educational equivalent of not knowing how to swim.

Fordham Institute on States with Most Powerful Teachers Unions

A VERY interesting new study – with a handful of surprises – by the Fordham Institute and Education Reform Now (which is affiliated with DFER) on which states have the most powerful teachers unions. Interestingly, in Hawaii, ranked #1 (shouldn’t it be #50?), there’s quite a bit of reform going on – see the slides I sent around after visiting there in August, posted at: www.tilsonfunds.com/Hawaiiedreform.pdf:





Here’s a summary:

This timely study represents the most comprehensive analysis of American teacher unions’ strength ever conducted, ranking all fifty states and the District of Columbia according to the power and influence of their state-level unions. To assess union strength, the Fordham Institute and Education Reform Now examined thirty-seven different variables across five realms:

The strength of teacher unions in the U.S.

1) Resources and Membership
2) Involvement in Politics
3) Scope of Bargaining
4) State Policies
5) Perceived Influence


The study analyzed factors ranging from union membership and revenue to state bargaining laws to campaign contributions, and included such measures such as the alignment between specific state policies and traditional union interests and a unique stakeholder survey. The report sorts the fifty-one jurisdictions into five tiers, ranking their teacher unions from strongest to weakest and providing in-depth profiles of each. 

Download and read the full study here.

TEACHED Films Available Free Online

Kelly Amis’s three TEACHED films are available for free online at: www.snagfilms.com/films/search?q=teached:

TEACHED Vol. I Premieres Online with SnagFilms
Film Series about Education Equality in America now available for Free Online Viewing
 
Washington, DC - The first three films of the innovative TEACHED short film series--The Path to Prison, The Blame Game: Teachers Speak Out and Unchartered Territory--premiere online today with SnagFilms, a distributor specializing in independent and documentary film founded by internet pioneer Ted Leonsis and backed by venture capitalist Miles Gilburne and Revolution LLC founder Steve Case.

Produced and directed by a former teacher, education writer and first-time filmmaker, the TEACHED short films provide a candid assessment of the American education system, revealing the extent and impact of systemic failures and lingering race and income-based inequities on urban, minority youth in particular.

The first three films of the series, referred to collectively as "TEACHED Vol. I," premiered at the Napa Valley Film Festival in November 2011 and have since won "Outstanding Achievement for Short Documentary" at the Williamsburg International Film Festival and the jury prize for "Spirit of Independence" at the Amsterdam Film Festival.

"The short film format was designed to be more conducive for education, non-profit and student groups to use in outreach and community-building events," says filmmaker Kelly Amis, "The films can easily be interspersed with guest speakers, panel discussions, audience participation and strategic planning. In this way, the films--and ideas about how individuals can get involved--can be presented to viewers at the same time. The short film format is also responsive to today's growing demand for online short videos. We want to reach a broad, diverse audience to join the fight for education equality and we think free, short films online will support that effort. We are so excited to be featured by SnagFilms; it's a great opportunity."

The TEACHED Vol. I films premiering online today are:

·         The Path to Prison  (7 min.) 
A former gang-member from South Central, Los Angeles helps explain how so many capable and intelligent young men—especially African-American males—end up uneducated and incarcerated in the 'home of the free.'

·         The Blame Game: Teachers Speak Out  (16 min.) 
Public school teachers speak candidly about their profession and the consequences for students—especially urban minority students—of policies that treat all teachers as equal and make it difficult to fire a teacher even in the most extreme circumstances.

·         Unchartered Territory (17 min.)
Featuring some of the most successful pioneers of this still-developing frontier, Unchartered Territory explains what charter schools are, why they were created and why some are performing so well and others…not so much.

About the Filmmaker
Amis started her career as a Teach for America teacher in South Central, Los Angeles and has been an advocate for education equality ever since. A Fulbright Scholar, Amis served as a Legislative Aide for Sen. Dianne Feinstein, Director of Education for Fight for Children, and Program Director for the Thomas B. Fordham Foundation. She launched Loudspeaker Films in 2009 as an independent film production company committed to social justice issues. TEACHED is Loudspeaker Films’ first project. 

StudentsFirst NY Responds to Deborah Kenny on Rating Teachers

Micah Lasher of StudentsFirst NY responds to Deborah Kenny’s NYT op ed:

Charter school leader Deborah Kenny’s op-ed in today’s The New York Times argues against the move by many states toward teacher evaluations based on multiple measures, including both student progress on achievement tests and the reviews of principals. She criticizes the evaluation systems, in essence, for being too rigid for a profession as complex as teaching.

Her concerns are not without merit. However, Dr. Kenny’s charter schools – by dint of their legal status – already have the full power to hire and fire teachers at will. This, of course, obviates the need for the kind of formal teacher evaluations that our traditional public schools, which serve the vast majority of our kids, so desperately need.

Attacking new teacher evaluation systems that are, for the first time, enabling district public schools to make decisions based on teacher quality, does violence to the cause of improving the quality of education for the overwhelming majority of students who don’t attend charter schools.

Let me stipulate a few things. First, I wholeheartedly support the kind of quality education that Dr. Kenny’s schools provide to their students. She and I would agree that all students should have such an option, and that we should get rid of the statutory and political obstacles that restrict school choice. We’d also agree that the kind of freedom her schools enjoy, to make decisions based on what’s in the best interest of students, should be expanded to all district schools.

But that’s not on the table right now. In traditional public schools, teachers unions have spent years successfully building a political consensus in opposition to giving principals that kind of power – which is why reform-minded policymakers, who deal in the art of the possible, have enacted complex and, yes, imperfect systems for evaluating teachers. These systems, nonetheless, mark a watershed moment in education policy: for the first time, teacher quality will matter in staffing decisions. This is an unqualified step in the right direction.

Dr. Kenny’s argument boils down to this: until all principals have full authority to remove ineffective educators based on pedagogical judgments, the longstanding status quo – in which teacher quality has no role whatsoever in decision-making – should persist.

What then, for the more than 90% of New York’s students who don’t have seats in a charter school like the ones run by Dr. Kenny?

Ironically, this is the same argument made by the defenders of the status quo: until we have a perfect measure, there should be no measuring. (Which, as a practical matter, would have the effect of slowing down the development of that elusive “perfect” measure.)

When those who don’t actually want accountability make this argument, it’s disingenuous. Coming from someone who does, it’s unhelpful – and by undermining an increasing focus on teacher quality in public education, it’s destructive.

Choice, Merit Pay on Ballot in Washington, Idaho

A spot-on editorial in the WSJ earlier this week. Kudos to DFER’s Lisa Macfarlane for leading the charge there:

School Reform on the Ballot

Unions try to block choice and merit pay in Washington and Idaho.

The education reform movement has been gaining speed across the country, and a pair of important ballot initiatives next week in Washington and Idaho will either extend or retard that progress.

Evergreen State voters will decide on Initiative 1240, which would allow up to 40 charter schools over a five-year period. A mere 40 charters sounds very modest in a state with 2,345 public schools. But Washington is one of only nine states that has no charter schools, and three times—in 1996, 2000 and 2004—the Washington Education Association and its union allies have used their dues money and scare tactics to defeat charter initiatives.

The losers have been Washington students, about one in four of whom fails to graduate from high school in four years. That puts the state 37th in the nation for high school completion. Fewer than half of fourth and eighth graders were proficient on national reading and math tests in 2011.

Brooklyn Prospect Charter School Increases Diversity


Now in its fourth year, Brooklyn Prospect Charter School is one of a small but growing group of schools that actively seeks to fill its seats with students from different racial, ethnic and socioeconomic groups. Researchers say schools like it are getting a boost from urban middle-class parents who are quietly saying "No" to the typical suburban exodus once their kids reach kindergarten.

"Many of them express a deep attachment to the city," said University of Pennsylvania sociologist Annette Lareau. "They see the suburbs as sterile, as boring. They also see the suburbs as not a realistic preparation for their children for life."

These parents increasingly push local schools to accommodate them, a development that Lareau says is "good for cities and good for America."

Observers caution that the trend of white middle-class parents sticking with urban schools is still small and won't soon reverse the USA's decidedly mixed record on school integration since the 1954 U.S. Supreme Court Brown vs. Board of Education, which declared "separate but equal" schools unconstitutional.

At the moment, researchers say, the phenomenon seems limited to a handful of mostly East Coast cities: New York, Boston, Philadelphia and Washington. But it's also happening in New Orleans, Chicago, Denver and San Francisco.

"All we can say at this point is that this provides the best opportunity in a generation for us to integrate our urban schools," said Mike Petrilli, whose the new book The Diverse Schools Dilemma, appears in stores . 

Another, Jennifer Stillman'sGentrification and Schools: The Process of Integration When Whites Reverse Flight, appeared last August. A third book, MarketingSchools, Marketing Cities, by Temple University education researcher Maia Cucchiara, is due out this spring.

For activists who never gave up on the dream of integration, Petrilli said, the change is palpable. "For four decades now, the issue of urban schools has been one of predominantly poor and minority kids and how to serve them well," he said. "Suddenly we have this influx of middle-class kids."