In Case You Missed It – November 9, 2020

Here are links to last week's articles receiving the most attention in NEIFPE's social media. Keep up with what's going on, what's being discussed, and what's happening with public education.

Be sure to enter your email address in the Follow Us By Email box in the right-hand column to be informed when our blog posts are published.

MORE PRIVATIZATION FOR IPS

Charter allies sweep IPS school board election to win four seats

A sad Election Day for IPS students and communities...and for public education.

From Chalkbeat*

The victories in the hard-fought campaigns all but ensure that the district will expand partnerships with charter schools. The strategy has won it attention from national observers and advocates for “portfolio” districts, where the central office runs its own schools and also oversees the quality of independently managed schools.

Charter-friendly political action committees invested heavily in the IPS board election, and the four winning candidates raised over $390,000 combined — nearly 10 times as much as their opponents did.

RECOMMENDATIONS FOR TEACHER EVALUATIONS

New Teacher Evaluation Report Released by the Network for Public Education

It's way past time to stop using student test scores to evaluate teachers.

From VAMboozled Blog

1. We recommend an immediate halt to the use of test scores as any part of teacher evaluation.

2. We recommend that teacher collaboration not be tied to evaluation but instead be a teacher-led cooperative process that focuses on their students’ and their own professional learning.

3. We recommend that the observation process focus on improving instruction—resulting in reflection and dialogue between teacher and observer—the result should be a narrative, not a number.

4. We recommend that evaluations require less paperwork and documentation so that more time can be spent on reflection and improvement of instruction.

5. We recommend an immediate review of the impact that evaluations have had on teachers of color and veteran teachers.

6. We recommend that teachers not be “scored” on professional development activities nor that professional development be dictated by evaluation scores rather than teacher needs.

EACS SCHOOL BOARD ELECTION

Bid for 3rd term dashed

Read more about the EACS School Board Election results.

From the Fort Wayne Journal Gazette**

Voters in East Allen County Schools apparently wanted a change despite a candidate's wish for a third and final term.

But they also endorsed the board's pick for the District 4E seat, which became vacant last fall and required an appointee to carry out the remainder of the term.

Scott Garner challenged incumbent Steve Screeton for the District 4E seat, viewing the election as a chance to let the voters – not the school board – decide who's best for it.

Garner got 2,397 votes, not enough to upset Screeton, a retired teacher who received 2,955 votes – about 55%, according to unofficial election results released Wednesday.

In District 5R, newcomer Jennifer Blackburn won more than half the votes in a three-way race.

Her 10,968 votes led incumbent Bob Nelson's 7,415 and Lee James Wilson Jr.'s 1,670.

Nelson, who has served as board president, sought his third and final term.

Blackburn, a mother of four EACS students, thanked everyone who took time to vote.

FWCS SCHOOL BOARD ELECTION

FWCS seat fate unclear: Smith, 78, gets reelected despite planning to resign

Read more about the FWCS School Board Election results.

From the Fort Wayne Journal Gazette**

Voters in Fort Wayne Community Schools apparently didn't listen to a candidate's insistence that he doesn't want the job.

They also overwhelmingly supported the board's longest-serving member in a race against a college student and ousted a two-term incumbent in favor of a parent with students in the district.

Board President Julie Hollingsworth doesn't know how incumbent Tom Smith's narrow win against Bill Critell will play out.

A total 7,021 voters – or about 51% – reelected Smith to the District 3 seat, while 6,782 supported Critell, a retired principal, according to unofficial election results released Wednesday.

Smith, who turns 78 in January, decided after the August filing deadline that a second term isn't best for him or District 3. He has said he plans to resign at the end of his current term even if voters thought otherwise.

DEVOS BASHES PUBLIC SCHOOLS ONE MORE TIME

DeVos New NAEP Baloney Sandwich

Education Secretary Betsy DeVos jumped at the chance to bask public schools one more time before she leaves office. January 20th can't come soon enough for the US Public Schools.

From Curmudgucation

Betsy DeVos would like you to know--again, some more--that public schools are failing.

Her exhibit this time is the newly-released NAEP results for 12th graders in 2019. And as usual at NAEP time, her brief exhortation is riddled with baloney.

America is the greatest country on the face of the earth, and we should deliver our rising generation the greatest educational opportunities possible. Sadly, today’s results confirm America’s schools continue to fall far short, and continue to fail too many kids, especially the most disadvantaged.

Wave that flag. But recognize that the NAEP 12th grade scores did not break out students by low-income levels, so DeVos has no idea which students, exactly, are holding the fuzzy end of the test score lollipop. Also, let's not lose sight of the fact that the NAEP is administered to public and private schools, so the same schools that she wants a voucher-paved path to for students--those beloved private schools are in this mix, too.

*Note: Financial sponsors of Chalkbeat include pro-privatization foundations and individuals such as Bloomberg Philanthropies, the Chan Zuckerberg Initiative, EdChoice, Gates Family Foundation, The Walton Family Foundation, and others.

**Note: The Fort Wayne Journal Gazette has changed its online access and is now behind a paywall. Digital access, home delivery, or both, are available with a subscription. Staying informed is important, and one way to do that is to support your local newspaper. For subscription information go to fortwayne.com/subscriptions/

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In Case You Missed It – Apr 13, 2020

Here are links to last week's articles receiving the most attention in NEIFPE's social media. Keep up with what's going on, what's being discussed, and what's happening with public education.

Be sure to enter your email address in the Follow Us By Email box in the right-hand column to be informed when our blog posts are published.

NO PUBLIC EDUCATION EXPERIENCE

This Is Why You Need A Secretary of Education With Classroom Experience

Secretary of Education DeVos once again shows her disrespect for public schools and teachers.

From Curmudgucation

Betsy DeVos has been pretty much no help at all during the pandemic closing of schools. The US Department of Education has offered next to no guidance to public schools on how best to navigate the current storm.

Imagine a country where, in the face of a major disruptive health crisis that cuts across all communities, the federal department of education says, "We've got some stuff figured out and some resources to share. Let us know what we can do to help you get through this." That might be cool.

But it's not where we are. Mostly DeVos has seemed anxious to capitalize on the crisis by pushing online schooling. This has led to some unclear directives that seem to boil down to, "Get that education stuff on line, and if you have to leave behind some students to do it, oh well." DeVos also smells a chance to launch another kind of national voucher program.

WORLD BANK SWITCHES SIDES

World Bank Changes Policy on For-Profit Privatized Schools

From Diane Ravitch

Thanks in large part to the work of Education International, a world confederation of teachers’ unions, the World Bank has changed its policy.

In a sudden and far-reaching policy shift, World Bank President David Malpass has agreed to major reforms that include officially freezing any direct or indirect investments in private for-profit pre-primary, primary and secondary schools. This has been a critical issue for Education International for many years and has been the key focus of our interactions with the Bank.

CHARTERS ARE SMALL BUSINESSES, NOT PUBLIC SCHOOLS

Outrage: Charters Pursue Federal Small Business Funds

From Diane Ravitch

The charter lobby wants a slice of the $2 trillion intended to save small businesses even though the charters have suffered no loss of funding during the pandemic.

IPS GIVES AWAY MORE SCHOOLS

Indianapolis ‘restart’ schools try to build trust and hire teachers — from a distance

Hopefully there will come a day when IPS quits wasting the community’s tax dollars on “middlemen” to run their schools.

From Chalkbeat*

Next academic year, Adelante Schools will take over Emma Donnan Elementary and Middle School, and Phalen Leadership Academies, an established Indianapolis charter network, will take over School 48. All three operators were approved at a March board meeting, igniting criticism from some people who said the decision should not have been made during the crisis.

The campuses will still be considered part of IPS, which will get credit for their enrollment numbers and test scores. But the staff will be employed by the charter operators, and the teachers won’t be represented by the district union.

The coronavirus and the school closures it triggered could be roadblocks to overhauling struggling Indianapolis campuses because building trust with the community and families can be crucial to the success of turnaround efforts.

SCHOOLS ARE CLOSED. REFORMER WANTS TO TEST THE KIDS

More Pandemic Prompted Reformster Baloney

This Teach for America alumnus thinks that when our schools open again we should greet them with tests.

From Curmudgucation

If there has ever been a moment to drop the fiction that "test score" and "student learning" are synonyms, now is the time. (Okay, every single moment has been a moment to do this, but now is especially urgent.)

As the response to the pandemic blows holes in the standard school year, our focus must be bolstering actual education and not test scores. Get out your copy of Koretz's The Testing Charade and remind yourself that the Big Standardized Test does not deserve this kind of attention or regard. It's junk, and it is wasting valuable time.

EVALUATE TEACHERS DURING A PANDEMIC?

Indiana officials mull how to evaluate 78,000 teachers as coronavirus shutters schools

Teachers are working hard right now trying to deal with a situation they did not create, yet the state is foolishly wasting time trying to figure out an evaluation process.

From Chalkbeat*

The Indiana State Teachers Association is calling on the state to waive this year’s evaluation requirements and rate all teachers as effective so they can receive raises and the state grant. Improvement plans could be tabled until schools reopen, said ISTA president Keith Gambill.

“The focus now should be on students, rather than on creating portfolios of work, scheduling online observations and measuring teacher adherence to goals and standards,” Gambill said in an email statement. “Given that nearly a third of the teaching year has been disrupted, it’s hard to imagine how any annual review process would be meaningful to anyone or serve as a fair basis for high-stakes decisions.”

RETAIN KIDS AFTER THE PANDEMIC?

Should We Just Hold Students Back Next Year?

Research has shown that retention is rarely helpful and often damaging to children.

From Peter Greene on Forbes

Petrilli correctly notes that the “first order of business” will be to focus on the social, emotional and mental health needs of students, as well as smooth their transition back to school routines. But he also proposes high-quality diagnostic tests to determine if students are ready to move on to the next grade. Under his proposal, students would be greeted with, “You have to take a test on material from seven months ago. It’s going to decide whether you pass or fail.”

That’s a tremendous amount of pressure to place on a child. Yes, one can rationally describe this as testing to assess what the child needs. But the child will still hear, “Pass this test or you have to repeat the same grade as last year.” And if they do fail, what a sad, discouraging way to return to school in an already stressful and difficult year.

Based on the testing results, Petrilli suggests grouping and tutoring, with regular tutoring with specialists to bring those furthest behind up to speed. Though Petrilli says this would make the experience different from just “repeating the grade,” what he describes is pretty much exactly what Title I schools (and many others) already do. Thus, it would actually be pretty much “repeating a grade,” which he acknowledges has been shown to have few benefits.

THE DIGITAL DIVIDE

Wired for learning: Schools' closure lays bare long-simmering concerns of 'digital divide'

Computers are simply a tool. The foundation for learning requires more.

A free article from the Fort Wayne Journal Gazette**

“College-educated white-collar parents who can telework are home with their kids and can provide individualized instruction. ... They also have access to reliable high-speed Internet if and when districts are able to ramp up instruction from a distance in the coming weeks. They also have comfortable housing in which this education can occur. ... Parents who have to leave home to work, by contrast, will need to patch together ad hoc child care that may change day-to-day. ... Their only Internet access might be a cell phone. They're more likely to live in an underfunded school district that lacks the resources to manage an abrupt, never-before-tried emergency transition to distance education.”

Wendy Robinson, superintendent of Fort Wayne Community Schools, leads one of those underfunded school districts and is painfully aware of the educational disparities laid bare by the pandemic. Sending computers home with 30,000 students or expecting them to have online access isn't a simple matter.

*Note: Financial sponsors of Chalkbeat include pro-privatization foundations and individuals such as EdChoice, Gates Family Foundation, The Walton Family Foundation, and others.

**Note: The Fort Wayne Journal Gazette has changed its online access and is now behind a paywall. Digital access, home delivery, or both, are available with a subscription. Staying informed is important, and one way to do that is to support your local newspaper. For subscription information go to fortwayne.com/subscriptions/

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In Case You Missed It – May 13, 2019

Here are links to last week's articles receiving the most attention in NEIFPE's social media. Keep up with what's going on, what's being discussed, and what's happening with public education.

Be sure to enter your email address in the Follow Us By Email box in the right-hand column to be informed when our blog posts are published.

ONE PARTY RULE STIFLES EDUCATION DEBATE IN INDIANA

Education policy deserves debate

Hoosiers, the next governor will appoint nine of eleven members of the Indiana State Board of Education. The voters no longer have any say in education policy making for the state, except through their vote for the governor.

From Jennifer McCormick in the Jeffersonville News and Tribune

Now more than ever, Hoosiers must hold all of Indiana’s elected leaders accountable. From the rhetoric of the campaign trail to the actions in governing, officials must be honest and transparent regarding their position surrounding K-12 policy. Stakeholders must be bold, direct, and persistent in our questioning and expectations for accountability. The 2020 gubernatorial race bears more weight in this new governance structure. Important decisions lie ahead for our state, and most importantly, our students. Education impacts all of us. Our children, families, educators, communities, and businesses deserve a strong, representative voice.

DO YOU WONDER WHY TEACHERS ARE LEAVING INDIANA?

Op-ed: 'Is it any wonder that Indiana teachers are leaving?'

Rocky Killian, superintendent of West Lafayette Community School Corp., understands why Indiana's teaching force is dwindling.

From Lafayette Journal & Courier

If we want to keep our best teachers from leaving Indiana, and if we want to lure the best candidates into the teaching profession, parents and community supporters are going to have step up to support their teachers and public school systems. Also, if legislators are smart, they should be deeply concerned about the grass-roots support of teachers that is happening across the county. I have hope that this is going to happen in Indiana.

TEACHER PAY IS NOT A PRIORITY

Glenda Ritz: Teacher pay hasn’t been priority for state since 2011

From Indianapolis Business Journal

Some 60 of the 289 public school districts will actually get less money in the 2019 budget funding formula due to stable or declining student enrollments. These districts will be hard-pressed to maintain their current programming for students. How are they going to raise teacher pay? Once again, many of the rural districts are hurt the most by this lack of action on the part of our Legislature.

CHARTERS HAVEN'T DELIVERED

Charter Schools Have a Big Problem, and Rebranding Won’t Help

From Peter Greene in the Progressive

Charters promised all sorts of miraculous educational achievements at low, low prices. But those achievements haven’t appeared. More people are understanding that what we’re really talking about is the privatization of our public school system.

INDIANA GENERAL ASSEMBLY INSULTS TEACHERS

Legislature Adds Additional Hurdle for Teacher Professional Growth Plans

The Indiana General Assembly sneaks in a requirement that teachers serve as local business interns for "the experience."

From the Indiana State Teachers Association

License holders starting a PGP for renewal in their Licensing Verification and Information System (LVIS) accounts after July 1, 2019 are required to complete 15 of the 90 PGP points required for renewal in one or more of these areas:

• An externship with a company;

• Professional development provided by the state, a local business, or a community partner that provides opportunities for school and employers to partner in promoting career navigation;

• Professional development provided by the state, a local business, or a community partner that outlines:

°current and future economic needs of the community, state, nation, and globe; and

°ways in which current and future economic needs described in (A) can be disseminated to students.

DEVOS, PLEASE RESIGN!

Teachers to DeVos: Please Resign

Actual teachers respond to DeVos's comments.

From Diane Ravitch

Betsy DeVos tweeted a thank you to teachers whose public schools she reviles.

TEACHER APPRECIATION WEEK

Ten Thoughts on Teacher Appreciation

From Live Long and Prosper

VOUCHERS DIMINISH PUBLIC EDUCATION

The Problem With Tax Credit Scholarships

We, here in Indiana, need to understand that our GOP legislators are twisting the truth or lying. Curmudgucation explains it all with lunch.

From Curmudgucation

So when somebody (like, say, the Secretary of Education) tries to argue that this type of voucher doesn't take anything away from public education, understand that they are, at best, twisting the truth or, at worst, lying.

GOOD FOR MAINE!

Maine Dumps Test-Centered Teacher Evaluation

It would certainly be nice if Hoosier legislators would also realize that coming after teachers with chainsaws has always been a bad idea. Good for Maine!

From Curmudgucation

Maine has broken with the status quo of test-centered accountability for teachers.
Beginning with No Child Left Behind, public schools have committed to test-centered accountability, using student results on a single standardized math and reading test to drive assessment of districts, schools and ultimately teachers. For years, the prevailing definition of a good teacher in this country has been one whose students score well on that standardized test.

FEDERAL CHARTER SCHOOLS PROGRAM GETS A CUT

Setback for Federal Charter Schools Program! DeVos Request for $500 Million Trimmed to $400 Million!

From Diane Ravitch

This is good news!

The House Appropriations Committee issued its budget report. Betsy DeVos requested an increase for the federal Charter Schools Program, from $440 million a year to $500 million. But the education appropriations subcommittee cut the appropriation to $400 million. This is a program that is riddled with waste, fraud, and abuse, as the Department of Education’s own Inspector General pointed out in the past, and as the Network for Public Education pointed out in its recent report called “Asleep at the Wheel: How the Federal Charter Schools Program Recklessly Takes Taxpayers and Students for a Ride.”

DEVOS STILL HATES PUBLIC EDUCATION

Betsy DeVos: ‘There is no such thing as public money’ and 5 other revealing things she just said -- or wouldn’t say

From the Answer Sheet

Education Secretary Betsy DeVos schooled education reporters Monday during a rare appearance at their convention in Baltimore, telling them that too many articles do not accurately portray her newest school choice program proposal. She also said that “public education” needs to be redefined and that “there is no such thing as public money.”

A TRIBUTE TO PHYLLIS BUSH

She lived a life of love and learning

Another tribute to NEIFPE's Phyllis Bush!

From the Fort Dodge (IA) Messenger

In the obituary, Bush wrote, “I am fortunate to be surrounded by family and friends whose love and support made me realize that there is good in the world, and it is worth fighting for. When you come to celebrate my life, you will meet people who have influenced my life and/or have been a major part of it. It is then that you will know who I am, and who I’ve been.”

DANIELS MESSES WITH PURDUE

Online folly deprives regional campuses

Mitch Daniels continues to mess with public dollars going to education...

From the Fort Wayne Journal Gazette

In 2017, Purdue University, one of the most prestigious universities in the world, purchased the failing for-profit, on-line entity, Kaplan University. Purdue promised that Kaplan, renamed “Purdue Global,” would deliver a “world-class” education to a broader range of students.

Two years later, Purdue Global has lost millions of dollars, the Purdue system is bleeding its regional campuses dry, and the quality of education Purdue Global provides has seriously shortchanged the citizens of Indiana who were told they would be the first to benefit.

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A Public Education

The following op-ed by NEIFPE's Co-founder Phyllis Bush appeared in the Fort Wayne Journal Gazette on October 25.

A public education
We all pay the price of lawmakers' focus on private schools

by Phyllis Bush

One of my favorite lines is that it doesn’t matter until it matters, and by then it’s too late. By looking at the fiscal and personal impact of how education laws affect our children’s education and our own pocketbooks, the key issues of Indiana’s education reform laws should matter to all of us. Here are some of the laws that have had a significant effect:

Vouchers: The fiscal effect of the voucher program has long been a matter of dispute. Indiana spent $53 million on vouchers during the 2015-16 school year. However, if we look at how much the Indiana voucher program has grown since its inception, the total payments the state made to private schools for tuition were $131 million. This diversion of funds has been at the expense of already cash-strapped traditional public schools and has resulted in larger class sizes and has increased the student-teacher ratio in public schools.

Testing: While the debate over the glitch-filled ISTEP+ continues, many parents and students believe ISTEP and the numerous other tests being given are a waste of time, especially when their only discernible purpose is to hold schools or teachers accountable. In addition to what seems to be instructional pointlessness of many of these standardized tests, the annual cost of testing to Indiana taxpayers is astronomical. Even though the exact figures are difficult to corroborate, the cost has been estimated to be between $56.6 million and $130 million. Even so, educators believe many of these tests are instructionally inappropriate, and these tests have created a system that provides a great deal of data but very little information – and it arrives far too late to be instructionally useful.

A to F grading: What exactly does a school letter grade mean? In the eyes of a college admissions committee, is the work of the valedictorian from a C school commensurate with the course work of a valedictorian from an A or B school? If a neighborhood school receives a lower grade, what does that rating mean for property values? What do these grades mean to our communities? While our legislators contend that this rating scale is helping them hold schools accountable, the consequence is that the school letter grades are more of a measure of ZIP codes than of learning.

School funding: Property taxes are only used for specific needs such as transportation and capital projects. While few of us enjoy paying taxes, the consequences of the 2010 tax cap amendment have forced many school districts to reduce or eliminate many bus routes.

Teacher evaluation/merit pay: Merit pay sounds good on the surface; however, a new teacher finds out early on that his/her salary will be dependent on a rather dubious rating scale where he/she will receive a one-time stipend (not a raise) based on test scores and observations. According to this new system, the salary never changes and only a certain number of teachers will be eligible for merit pay, no matter how many “exemplary” teachers are in that district. Without any salary incentives, how will we retain good, young teachers?

I can only speculate about the intent of the people who have created these destructive policies, but the fiscal and personal costs to our children, our schools and our communities are immeasurable.

While politicians crow about the success of their reforms, the ultimate cost to Indiana is landing on the backs of students in the forms of larger class sizes, tests that provide little useful information, school letter grades that reward ZIP codes, by elimination of essential services and by the current teacher shortage.

While some of these bills may not matter directly to you, traditional public schools are the backbone of our democracy. If we want the best for our children and for our communities, we need to let policymakers know that, in Indiana, our schools and our children matter to all of us.

#RememberinNovember and hold these politicians accountable.

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Vic’s Statehouse Notes #197 – January 27, 2015

Dear Friends,

The hearing on House Bill 1486 this morning in the House Education Committee was suspended at 11:00am. The hearing will be completed at the Thursday (Jan. 29th) meeting beginning at 8:30am in Room 156C of the Statehouse. The committee will then vote on the bill which restores peer comparisons to the measures of student growth in A-F metrics and transfers operational authority in several areas from the Indiana Department of Education to the State Board, as I outlined in Vic’s Statehouse Notes #196 sent out yesterday.

If you object to the return of norm-referenced growth measures in the A-F law or the expansion of powers of the State Board, you should contact members of the House Education Committee before Thursday morning.

House Bill 1609 is also scheduled for a hearing and vote at Thursday’s meeting. HB 1609 would remove the State Superintendent as chair of the State Board and allow board members to elect a chair annually, effective as soon as the law is passed. I strongly oppose HB 1609. If you feel as I do, contact members of the House Education Committee or come to testify.

House Bill 1486

After passing two bills 11-0, one on bargaining issues and one to give teachers a $200 tax credit for supplies, Representative Thompson presented his controversial bill to give the State Board more authority over several functions now controlled by the State Superintendent and the Indiana Department of Education.

I will reprint the list of points that I sent out last night in Notes #196:

HB 1486 would:

• Rewrite Indiana’s school accountability law Public Law 221 for only the third time since 1999, the legal basis for the A-F school grading system, deleting an important line added in 2013 that banned the “measurement of student performance or growth compared with peers.” This would open the door to reinstating the current flawed A-F system that is embedded with peer based growth comparisons, also known as norm-referenced measures.

• Delete the word “individual” from the definition of growth in the A-F system, allowing a return to the days of judging schools by results of large groups of different students and ignoring the before and after scores of the same individual student.

• Take away the power of the IDOE to develop ISTEP tests and give it to the State Board.

• Put the setting of ISTEP passing scores now overseen by IDOE in the hands of “independent experts” selected by the State Board.

• Change the State Board from a policy body to a nuts and bolts operations body by giving the power to “oversee the operation of turnaround academies” to the State Board.

• Give the State Board new authority to audit or evaluate any educational program based on data the IDOE would be required to provide.

• Put the State Board rather than the IDOE in charge of the teacher evaluation program, allowing the State Board to set “a minimum and maximum threshold for the use of objective measures of student achievement and growth in all staff performance evaluation plans,” taking away local control in the current law and pointing the way to Dr. Bennett’s often stated goal that at least 51% of each evaluation should be based on student test results.

• Change the control by the state over the local evaluation plan from “may” to “shall” language, leading to the loss of local control as districts set plans to evaluate their teachers.

• Remove the power of IDOE to determine which other subjects besides “the big four” subjects will have academic standards and give that power to the State Board.

• Mandate a “statewide assessment administered in grade 3 that serves as a determinant evaluation of reading skills in grade 3” which “shall be referred to as IREAD-3”. The 2010 law pushed through by Dr. Bennett made no mention of a test or of IREAD-3 which was mandated later via rules of the State Board.

State Board member Brad Oliver testified in favor of the bill. Six speakers testified against one or more elements of the bill: John O’Neill, ISTA; Joel Hand, ICPE; Scott Turney, Small and Rural Schools Association; Sally Sloan, AFT-Indiana; Brian Smith, ISBA; and John Barnes, IDOE. At that point, Chairman Behning said the other two speakers, including me, will be called on Thursday, followed by the vote.

John Barnes, representing Superintendent Ritz and the IDOE, said, “We see this as an irresponsible power grab.” He pointed to the duplication of services by the duplicate staff which could cost in the neighborhood of $5 million. He quoted Senator Kruse regarding the intent of the language on the teacher evaluation program: “Please quote me. I wrote this language. ‘Significant’ was the intent.” The proposed bill would change the word “significant” and have the State Board set a minimum and maximum percentage of student test data to be figured into teacher evaluations, which was suggested by Brad Oliver in his testimony to likely be 33% to 50%.

House Bill 1609

Several bills have been filed to reduce the power of State Superintendent Ritz. This is the first to be scheduled for a hearing. It would allow State Board members to elect a chair on an annual basis, and it would take effect immediately upon passage. It is sponsored by Representatives McMillan and Wesco.

I strongly oppose this bill. Changing the powers of the State Superintendent during the term in which she was elected is offensive to the voters who elected her to fulfill the powers of the office at the time they voted. This bill completely ignores and undercuts the power of Hoosier voters and in that way undercuts our democracy.

Contact House Education Committee Members before 8:30am Thursday

Contact members of the House Education Committee about your concerns about House Bill 1486 and House Bill 1609. Representative Behning is the chair of the committee. Republican members of the committee are Representatives Rhoads, Burton, Clere, Cook, DeVon, Fine, Lucas, and Thompson. Democrats on the committee are Representatives Vernon Smith, Austin, Errington and Moed.

Every email and phone call helps!

Thanks for your efforts in support of public education!

Best wishes,

Vic Smith vic790@aol.com

“Vic’s Statehouse Notes” and ICPE received one of three Excellence in Media Awards presented by Delta Kappa Gamma Society International, an organization of over 85,000 women educators in seventeen countries. The award was presented on July 30, 2014 during the Delta Kappa Gamma International Convention held in Indianapolis. Thank you Delta Kappa Gamma!

ICPE has worked since 2011 to promote public education in the Statehouse and oppose the privatization of schools. We need your membership to help support the ICPE lobbying efforts. Joel Hand will again be our ICPE lobbyist in the Statehouse. Many have renewed their memberships already, and we thank you! If you have not done so since July 1, the start of our new membership year, we urge you to renew now.

We must raise additional funds for the 2015 session, which begins on January 6th. We need additional members and additional donations. We need your help and the help of your colleagues who support public education! Please pass the word!

Go to www.icpe2011.com for membership and renewal information and for full information on ICPE efforts on behalf of public education. Thanks!


Some readers have asked about my background in Indiana public schools. Thanks for asking! Here is a brief bio:

I am a lifelong Hoosier and began teaching in 1969. I served as a social studies teacher, curriculum developer, state research and evaluation consultant, state social studies consultant, district social studies supervisor, assistant principal, principal, educational association staff member, and adjunct university professor. I worked for Garrett-Keyser-Butler Schools, the Indiana University Social Studies Development Center, the Indiana Department of Education, the Indianapolis Public Schools, IUPUI, and the Indiana Urban Schools Association, from which I retired as Associate Director in 2009. I hold three degrees: B.A. in Ed., Ball State University, 1969; M.S. in Ed., Indiana University, 1972; and Ed.D., Indiana University, 1977, along with a Teacher’s Life License and a Superintendent’s License, 1998. In 2013 I was honored to receive a Distinguished Alumni Award from the IU School of Education, and in 2014 I was honored to be named to the Teacher Education Hall of Fame by the Association for Teacher Education – Indiana.

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Education Issues 2012 #3

Changing Direction, Teaching as a Career, Investment in Education, VAM in Teacher Training

(Click on the titles below to read the complete articles.)

NSBA President’s letter to Obama: please change direction!

We want for each American child the same things that you and Michelle want for Sasha and Malia—inspiration, aspiration, creativity. I know you don’t want an overemphasis on testing. I have heard you say it. Experience in schools and communities, supported by research, tells us that relentlessly focusing on standardized tests erodes our national competitiveness and deadens curiosity and drive. Clearly, we need some testing to gauge student learning, and we have no problem with appropriate accountability. But we have swung to a far extreme that is significantly hurting children. “Students are numbing over testing for testing’s sake…. We can’t test this country into excellence.” (Sonny Savoie, LA)

...the present narrow focus on accountability and trend of demonizing those in public education, arrogantly focusing on “failing schools,” is diametrically opposed to fostering excellence.

Mr. President, public education in the U.S. is on the wrong track. As we have moved decision-making farther from teachers and children, we have jeopardized our competitive edge and keys to our national success: our ingenuity, our openness to innovation, and our creativity.

The Hardest Job Everyone Thinks They Can Do

Are there billionaires who insist on making public policy for professions other than teaching? Does money qualify one as an expert in public education? How about attendance? Does having attended school give one the expertise needed to improve public education?

Can anyone be a teacher? Does it take any special training or development?

I realize now how little respect teachers get. Teaching is the toughest job everyone who’s never done it thinks they can do. I admit, I was guilty of these delusions myself. When I decided to make the switch from “doing” science to “teaching” science, I found out that I had to go back to school to get a teaching credential.

“What the f—?!?,” I screamed to any friends willing to put up with my griping. “I have a Ph.D.! Why do I need to go back to get a lousy teaching credential?!?”

I was baffled. How could I, with my advanced degree in biology, not be qualified to teach biology?!

Well, those school administrators were a stubborn bunch. I simply couldn’t get a job without a credential. And so, I begrudgingly enrolled in a secondary teaching credential program.

And boy, were my eyes opened. I understand now.

Teachers deserve our trust

No other profession is as readily dismissed in debates about their work. Politicians, businesspeople, parents, Treasury - we all know better how to "fix" the education system. Teachers matter, everyone agrees; but mostly when we're looking to apportion blame for education failure.

No Funds Left Behind

Why is it that those people who send their children to expensive private schools or well funded public schools are the ones who cry the loudest that money doesn't matter in education?

Last spring, as the Texas Legislature debated massive cuts to public schools—one of many desperate measures to close a $27 billion biennial budget deficit—10,000 protesters massed in Austin for a “Save Our Schools” rally. In the end, the damage to the state’s already-underfunded schools added up to $5.4 billion, forcing districts to lay off tens of thousands of teachers and staffers. In the city of Austin, public schools with rapidly growing enrollment found themselves facing a 5.5 percent cut in the 2011–2012 school year and 8.5 percent the next year. The quandary was far from extraordinary—37 states spent less on education in 2011 compared to 2010. Neither was one of the Austin schools’ solutions: seeking grant money from the world’s largest philanthropic organization, the Bill and Melinda Gates Foundation.

Ed Dept seeks to bring test-based assessment to teacher prep programs

We know that using Value Added Method (VAM) to evaluate teachers -- evaluating teachers using student test scores -- isn't valid. Why would the US Department of Education want to extend that use to evaluate teacher training institutions?

The Education Department just tried — and failed — to persuade a group of negotiators to agree to regulations that would rate colleges of education in large part on how K-12 students being taught by their graduates perform on standardized tests. As part of this scheme, financial aid to students in these programs would not be based entirely on need but, rather, would also be linked to test scores.

The department’s plans assume that standardized test scores can reliably and validly be used for such accountability purposes . Most researchers in this field say they can’t — for a number of reasons, including the limitations of the tests themselves — and therefore shouldn’t be used for any high stakes decision in education anywhere. They say that making test scores so important is one of the negative consequences of the last decade of No Child Left Behind, and shouldn’t be continued.

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Evaluate Pediatricians using Child's Growth?

Parents Across America suggests that using a Value Added Model for evaluating teachers is like using children's physical growth to evaluate pediatricians...

What’s next? Judging pediatricians on patient “growth”?

Judging pediatricians on the changes in the height and weight of their young patients as measured at their annual physicals from one year to the next makes just as much sense as using student “growth” on annual standardized reading and math tests to evaluate teachers.

But that’s just what the Chicago Public Schools will be doing beginning this fall, despite warnings from some 100 local education experts, who spoke out last week about the dangers of this evaluation model. Chicago Public Schools is rushing into a system in which test scores will soon account for up to 40% of a teacher’s job evaluation.

Click here to read the entire article.

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Evaluating Pediatricians like Teachers

Parents Across America suggests that using a Value Added Model for evaluating teachers is like using children's physical growth to evaluate pediatricians...

What’s next? Judging pediatricians on patient “growth”?

Judging pediatricians on the changes in the height and weight of their young patients as measured at their annual physicals from one year to the next makes just as much sense as using student “growth” on annual standardized reading and math tests to evaluate teachers.

But that’s just what the Chicago Public Schools will be doing beginning this fall, despite warnings from some 100 local education experts, who spoke out last week about the dangers of this evaluation model. Chicago Public Schools is rushing into a system in which test scores will soon account for up to 40% of a teacher’s job evaluation.

Click here to read the entire article.

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Education Issues 2012 #2

Testing, Corporate Reform, Teacher Evaluation, Job Qualifications, ALEC, Arne Duncan,
Fiction vs. Non-Fiction

(Click on the titles below to read the complete articles.)

Testing isn't teaching

To understand how tests and learning become enemies, imagine the impact on teachers whose job security suddenly depends on the inappropriate application of a statistical model that almost all assessment experts warn cannot validly measure teachers' performance.

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Coming Soon to a School Near You: Big Ed

Corporate America has given us Big Banks - banks too big to fail. Corporate America has given us Big Pharma - a pharmaceutical industry too big to fight. Coming soon to a school near you, courtesy of corporate America: Big Ed - a centralized education system too big to question its self-serving, profit-driven, intellect-destroying priorities.

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Stephen Krashen on Teacher Evaluations

Stephen Krashen, professor emeritus at the University of Southern California, responds to a USA Today article about evaluating teachers using test scores.

A number of studies have shown that rating teachers using test score gains does not give consistent results. Different tests produce different ratings, and the same teacher's ratings can vary from year to year, sometimes quite a bit.

In addition, using test score gains for evaluation encourages gaming the system, trying to produce increases in scores by teaching test-taking strategies, not by encouraging real learning. This is like putting a match under the thermometer and claiming you have raised the temperature of the room.

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The Tragedy of Education Transformation: Leadership without Expertise

Professional degrees in education and experience in the classroom don't matter. So say some politicians who have no professional degrees in education or experience in the classroom.

South Carolina's Superintendent of Education Mick Zais makes several claims in The State (March 25, 2012) that build on one central argument: "The most important information about teachers isn’t the degrees they have or their years of seniority. Their effectiveness in the classroom matters much, much more."

Like Secretary of Education Arne Duncan, Zais has no experience teaching children in K-12 public education. This complete lack of teaching experience and degrees in the field of education is a suspect position from which to claim that these two characteristics do not matter. In fact, political appointees and elected officials sit in unique positions often above both accountability (the mantra du jour of the political elite regarding education) and qualifications—unlike the real world markets they often praise.

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Lobbyists, Guns and Money

ALEC isn’t single-handedly responsible for the corporatization of our political life; its influence is as much a symptom as a cause. But shining a light on ALEC and its supporters — a roster that includes many companies, from AT&T and Coca-Cola to UPS, that have so far managed to avoid being publicly associated with the hard-right agenda — is one good way to highlight what’s going on. And that kind of knowledge is what we need to start taking our country back.

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Condi Rice-Joel Klein report: Not the new ‘A Nation at Risk’

The report cites lots of statistics that paint public schools in the worst possible light, and continues the trend of comparing America’s educational system with that of high-achieving countries — but doesn’t note that these countries generally don’t do the kinds of things these reformers endorse. Its recommendations would lead to further privatization of public schools and even more emphasis on standardized testing.

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Flunking Arne Duncan

Diane Ravitch gives US Secretary of Education, Arne Duncan, a report card.

Secretary of Education Arne Duncan loves evaluation. He insists that everyone should willingly submit to public grading of the work they do. The Race to the Top program he created for the Obama Administration requires states to evaluate all teachers based in large part on the test scores of their students. When the Los Angeles Times released public rankings that the newspaper devised for thousands of teachers, Duncan applauded and asked, “What’s there to hide?” Given Duncan’s enthusiasm for grading educators, it seems high time to evaluate his own performance as Secretary of Education.

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Fiction vs. Non-Fiction

Does non-fiction help children learn to read better than fiction? Maybe if you define "learn to read" as "passing a standardized test."

See also Keith Oatley's Scientific American article (Nov. 2011) Fiction Hones Social Skills.

The first article below touts a study showing that non-fiction helps students learn to read better than fiction.

Nonfiction Curriculum Enhanced Reading Skills, Study Finds

Children in New York City who learned to read using an experimental curriculum that emphasized nonfiction texts outperformed those at other schools that used methods that have been encouraged since the Bloomberg administration’s early days, according to a new study...

Howard Gardner, professor at the Harvard Graduate School of Education, responds.

Reading Curriculums

To the Editor:

Re “Nonfiction Curriculum Enhanced Reading Skills, Study Finds” (news article, March 12): It is instructive to know that second graders who received a Core Knowledge curriculum performed better than comparison groups on measures of reading. But every choice of curriculum — and, more important, every choice of an assessment measure — entails a value judgment.

Those educators who selected a reading program that valued fictional works presumably thought that was an appropriate emphasis. It is now up to those educators to provide measures that might reveal better performances on their curriculum — for example, richer imaginations by students or a greater likelihood of reading books of any sort outside the school environment.

HOWARD GARDNER
Cambridge, Mass., March 12, 2012

...and Neuroscience responds...

Your Brain on Fiction

Reading great literature, it has long been averred, enlarges and improves us as human beings. Brain science shows this claim is truer than we imagined.

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Education Issues: 2012 #1

Teacher Satisfaction and Morale, Corporate Reformers, Charters, ALEC, New York City Teacher Evaluations

The MetLife Survey of the American Teacher

Teachers are less satisfied with their careers; in the past two years there has been a significant decline in teachers’ satisfaction with their profession. In one of the most dramatic findings of the report, teacher satisfaction has decreased by 15 points since the MetLife Survey of the American Teacher measured job satisfaction two years ago, now reaching the lowest level of job satisfaction seen in the survey series in more than two decades. This decline in teacher satisfaction is coupled with large increases in the number of teachers who indicate that they are likely to leave teaching for another occupation and in the number who do not feel their jobs are secure.

‘You are so smart…why did you become a teacher?’

One of my finest teachers was near tears the other day. Her student had asked her, “You are so smart…why did you become a teacher?” Within the context of this teacher-bashing climate, that remark was just too much to bear, and I hugged her as she cried. Less than a mile away, her Governor had thumped on a podium at Molloy College saying “if they want the money, perform” as though she and her colleagues were trained seals.

Got Dough? How Billionaires Rule Our Schools

Drilling students on sample questions for weeks before a state test will not improve their education. The truly excellent charter schools depend on foundation money and their prerogative to send low-performing students back to traditional public schools. They cannot be replicated to serve millions of low-income children. Yet the reform movement, led by Gates, Broad, and Walton, has convinced most Americans who have an opinion about education (including most liberals) that their agenda deserves support.

Corporate Foxes in the IN DOE Henhouse: The Chain School Gospel of Jeb Bush, Jon Hage and WalMart

When the Indiana Charter School Board recently approved two new Charter Schools USA schools to open in Indianapolis, the corporate school honeymoon was on. The East Indianapolis Charter Academy and the South Indianapolis Charter Academy, Charter Schools USA claimed, would be “feeder schools” for students to eventually enter the three other Indiana public schools the Florida for-profit company will be handed $2 million yearly to “turnaround.” “Feeder schools” is an appropriate term, for what these schools do is “feed” taxpayer’s money to Charter Schools USA (CS USA) and whatever other for-profit companies it brings to Indiana.

A Smart ALEC Threatens Public Education

A legislative contagion seemed to sweep across the Midwest during the early months of 2011. First, Wisconsin legislators wanted to strip public employees of the right to bargain. Then, Indiana legislators got into the act. Then, it was Ohio. In each case, Republican governors and Republican-controlled state legislatures had introduced substantially similar bills that sought sweeping changes to each state’s collective bargaining statutes and various school funding provisions.

What was going on? How could elected officials in multiple states suddenly introduce essentially the same legislation?

The answer: The American Legislative Exchange Council (ALEC).

A Dark Day for New York

Last week, with Cuomo's deadline looming, the state and the unions reached an agreement. It says that 20 percent of teachers' evaluation will be based on the state tests and another 20 percent on locally designed tests, or on the state tests used in a different way. (It's the same scores, used for the same purpose; I have no idea how those scores might be used in "a different way,") The remaining 60 percent is supposed to consist of classroom observations and other measures. All teachers must be rated on a scale from 0 to 100, using these multiple measures. This draconian point system will guarantee that a teacher with a perfect 60 out of 60 on teaching skill will nonetheless be judged "ineffective" if he or she is in the ineffective range on scores. As it now stands, the rating system is so bizarre that a teacher could be rated effective in all three categories and still be rated "ineffective" overall.

Secretary Duncan hailed the pact and urged other governors to follow Cuomo's example. I am sure that Secretary Duncan knows that President Barack Obama wants teachers to "stop teaching to the test," as he said in his State of the Union address, and to teach with "creativity and passion."

Does anyone seriously believe that teachers in New York state will dare to stop teaching to the test? How many will be fired if they take that risk?

In addition to the parties involved, charter school supporters hailed the agreement, which was odd because teachers in charter schools will not be subject to its provisions.

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Test Based Teacher Evaluations Released in NYC

New York City has released evaluation numbers based on student test scores for city teachers. The teachers union has argued that personnel information should be protected from publication and when the evaluation was first begun, then chancellor Joel Klein promised that, because the procedure was "experimental," it would be held in strict confidence. The administration, however, has reneged on that promise and has released the information.

Last week the newspapers in New York City published the results on tens of thousands of teachers.

Testing experts know that using student test scores to evaluate teachers is neither valid nor reliable. Diane Ravitch wrote in How to Demoralize Teachers,

Most testing experts believe that value-added assessment has many technical problems that reduce its validity and reliability. The most recent research review appears in the current issue of the Phi Delta Kappan. Unfortunately, advocates of measuring teacher quality by student test scores never let research or evidence or, in New York City's case, unequivocal commitments to privacy, get in their way.

The backlash against teachers has begun. Here's the story of one NY teacher who was the subject of misinformation, harassment and personal humiliation.

The True Story of Pascale Mauclair

As in many other cases, the story of Pascale Mauclair and P.S. 11 begins with a tale of the flawed methodology and invalid measurements of the Teacher Data Reports.

P.S. 11 is located at the epicenter of a number of different immigrant communities in northern Queens, and over a quarter of its students are English Language Learners. Mauclair is an ESL teacher, and over the last five years she has had small, self-contained classes of recently arrived immigrants who do not speak English. Her students arrive at different times of the school year, depending upon that date of their family’s migration; consequently, it is not unusual for her students to take the 6th grade exams when they have only been in her class for a matter of a few months. Two factors which produce particularly contorted TDR results – teaching the highest academic need students and having a small sample of students that take the standardized state exams – define her teaching situation.

If a journalist with integrity had examined the TDR data, a number of red flags which suggested something was seriously amiss with the scores for Mauclair and P.S. 11 would have presented themselves.

Read the complete story here.
More on the New York City teacher evaluations here and here.

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