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Sunday, February 12, 2012

Sticking With GPA is Smarter Than Make or Break

O. Ricardo Pimentel, Express-News columnist

Stay tuned, everybody, to Patricia Lopez' dissertation research on HB3 that lays bare the who, what and how behind the new STAAR system of accountability and testing.  Her work builds on the work of the Texas Center for Education Policy at UT-Austin, as well as earlier efforts that  began over a decade ago in tandem with key community players like NAACP, LULAC, MASBA, the GI Forum, MALDEF (that spearheaded the federal trial [by Atty. Al Kauffman]), numerous scholars—including Drs. Linda McNeil, Richard Valencia, Kris Sloan, Gary Orfield and myself and other individuals and groups with challenges to TAKS and high-stakes accountability.  It has been a long, hard-fought struggle but fortunately, we were able to eliminate high-stakes testing for third-graders in the state of Texas.  This latest iteration, among other things, consists of 12 end-of-course exams, 45 testing days, and a contaminating of GPA (that this piece covers really well), by all trustworthy accounts, is simply headed in the wrong direction.  You will not find any national professional organization of any repute that supports high-stakes testing--regardless of the fact that all states have them now for schools as a result of NCLB.  Even the testing companies themselves say that tests should never be used in the way that they have been, and are continuing to be, used. Texans need to insist on research-based, fair and equitable approaches to student assessment and evaluation  Much of this has been documented for quite sometime in this blog. There is a search function at the bottom of the page that will give you access to information over the years, from legislative session to legislative session.

So yes, folks.  More to come.

Angela

The goal of the new high-stakes STAAR testing that Texas will launch in the spring is purportedly to increase the college readiness of the state's students.
Unfortunately, it's entirely likely that this testing will diminish what is the single best indicator. That would be grade point average.
With the State of Texas Assessment of Academic Readiness, high school students and their parents are supposed to be comforted by the removal of a single high-stakes test that determines a diploma.
But in its place will be 12 end-of-course (EOC) tests — still high stakes, but in 12 installments. Fail to reach a minimum score on a single EOC and it doesn't count toward the cumulative scores of all EOCs. Don't reach this cumulative and you don't graduate. Fail to reach the minimum passing score for some classes and you don't get a “recommended” or “distinguished” high school diploma.
In furtherance of a noble goal, college readiness, we're embarking on a testing arms race that will require more testing days and a spreadsheet to know if you're on track or not. But why? The best predictor of college success is just plain ol' high school grade point average.
“High school grades are sometimes viewed as the least reliable indicator than standardized tests because grading standards differ across schools,” says a 2009 paper. “Yet ... grades still outperform standardized tests in predicting college outcomes.”
Writing this were Richard C. Atkinson and Saul Geiser. Atkinson is a former president of the University of California system and Geiser is a respected research associate at the Center for Studies in Higher Education at the University of California, Berkeley.
They were talking mostly about SATs and ACTs. They wrote that standards-based assessments in high schools hold promise but said even these have had problems as predictors. They point to GPA as still most determinant.
The potential with STAAR's 12 end-of-course tests through three high school years is that GPA becomes “contaminated.”
This is a word used both by Patricia Lopez, whose doctoral dissertation at the University of Texas is on STAAR, and Angela Valenzuela, who has studied high stakes testing as a UT professor and director of the Texas Center for Education Policy. Lopez is also a research associate at the center.
They explain that these EOCs will count for 15 percent of grades in those core courses. And what is tested is also a problem.
“What is the test really telling you if 65 percent of the test is focused on 30 percent of the curriculum?” asked Lopez.
Lopez also noted that this potentially undercuts the state's 10 percent rule — dictating that the top 10 percent in high schools qualify for admission to the state's top public universities.
Why then is Texas doing this (and, by the way, without adequate funding, either for remediation or testing)?
Let's just call it the triumph of what sounds good — high standards and the teeth to enforce them — over what is actually good.
Needed here: The realization that many factors determine college success — GPA key among them, successful course completion counting for much but testing, perhaps, counting for least of all.

o.ricardo.pimentel@express-news.net

NCLB Waivers: Implications for Testing, Standards Implementation

The big education news out of Washington yesterday was that 10 states have been awarded waivers of key accountability provisions in the No Child Left Behind Act. This action by the U.S. Department of Education holds some potentially important implications for teaching and learning, as it essentially opens the door for states to rethink their priorities and approaches in evaluating schools (and districts). And accountability systems create a lot of pressure to influence what gets taught—and how—in the classroom.


Read on here.

Christie Praises 'No Child Left Behind' Waiver for NJ

The governor throws his support behind the Obama administration's decision to give New Jersey a pass on No Child Left Behind regulations.

Gov. Chris Christie praised the federal government's decision this week to grant a waiver releasing New Jersey from the rules of the No Child Left Behind (NCLB) Act.
On Thursday, it was announced 10 states, including New Jersey, would be granted waivers by the federal government that would allow them to bypass the rules and regulations of NCLB and give them greater freedom in developing systems of student accountability.
The waiver comes with an approval of the state's required annual NCLB application, in which state officials advocated for the existing standardized testing benchmarks to be abolished. A new form of measuring student progress is to begin in September of this year.
As part of New Jersey's successful waiver application, the Christie administration outlined plans for three principles that are in line with the goals of the Obama administration, according to the governor's office.
These principles include college- and career-ready expectations for all students, state-developed differentiated recognition, accountability and support, and providing support for effective instruction and leadership.
"The Obama administration's approval of our education reform agenda contained in this application confirms that our bold, common sense, and bipartisan reforms are right for New Jersey and shared by the president and (Education) Secretary (Arne) Duncan's educational vision for the country," Christie said in a prepared statement. "This is not about Democrats or Republicans—it is about pursuing an agenda in the best interest of our children whose educational needs are not being met, and those who are getting a decent education but deserve a great one." 
Through NCLB, student groups were measured on their separate performances, and schools were classified as making Adequate Yearly Progress (AYP) or "In Need of Improvement."
Regardless of socioeconomic background, race or individual ability, all students were expected to meet the benchmarks set by the tests. If one group of students did not score high enough, an entire school could be classified as "In Need of Improvement."
Schools that repeatedly failed to make AYP faced penalties that could include anything from reduced funding, firing teachers and administrative staff, offering more tutoring and support services, and in extreme cases, closing, or laying off staff.
NCLB was signed into law in 2001 by then-president George W. Bush. It had a 2014 goal, in which all students were to be proficient in math and reading.
Schools in New Jersey will no longer have to meet NCLB benchmarks, but instead will be subject to a "fairer and more nuanced accountability system ... that measures schools based on both growth and absolute attainment," a release from the governor's office said.
This new system will separate schools into three tiers: "Priority Schools," which will be chosen from the lowest performing 5 percent of Title I schools statewide; "Focus Schools," which will be chosen from at least 10 percent of Title I schools; and "Reward Schools," or those schools that demonstrate high student performance, or are making progress in closing achievement gaps between student groups, according to the release.
These schools will be identified during the summer, with interventions to begin during the 2012-13 school year.
Randi Weingarten, president of the American Federation of Teachers, the largest education union in the country, said the Obama administration was reacting to the calls from parents and educators to fix what is often considered an imperfect system, but she was cautious in her appraisal of the situation.
If state officials do not work with teachers and administrators to design their own new system, which should center around student learning and not test scores, NCLB could be replaced by a system that is either no different, or worse than the current system, she said.
"We remain concerned that some states may use these waivers to simply put metrics on top of poorly constructed and implemented evaluation systems," she said.
Related Topics: Gov. Chris Christie, No Child Left Behind, and No Child Left behind waiver

Saturday, February 11, 2012

Announcing: Energy of a Nation Curriculum

Proudly presenting...

The Advocates for Human Rights proudly announces the publication of Energy of a Nation: Immigrants in America, 3rd Edition. This curriculum is a distinctive, comprehensive guide to teaching students about immigration in the United States with human rights analysis woven throughout lessons. It can be used in several disciplines and with different age levels, and it is available free for download on The Advocates' EnergyofaNation.org website.


Energy of a Nation, 3rd Ed. provides learners with fundamental concepts and critical context, such as:

* Definitions of key immigration-related terms;

* Admission categories and processes;

* Statistics and trends of immigrants over time;

* Root causes of undocumented immigration;

* The complex realities of removal through the immigration courts;

* Other countries' experience with, and response to, immigration;

* Nativism and public discourse around immigration;

* Push and pull factors that cause people to move;

* The special case of refugees and asylum seekers;

* The human rights of immigrants;

* Local and national U.S. policy considerations; and

* Service learning opportunities to create a welcoming school and community.

The curriculum is filled with engaging, student-centered activities that follow best practices for human rights education (HRE). Students learn by exploring their own immigrant history; role-playing a refugee's journey; deciding under what conditions they might risk being undocumented; playing games to understand the immigration system; drawing representative pictures of policies; rehearsing deliberative dialogue; constructing a gallery of nativism over the centuries; and creating a service learning project for their classroom or school.

Using the HRE framework for immigration allows students to acquire the knowledge to understand immigration topics, but also to gain the skills and values necessary to process future information or experiences. Students learn to put information in context, check it against reliable sources, consider root causes, make essential connections, and participate in democratic processes. They are provided the opportunity to view themselves and the United States as actors in a global, fluid movement of people and to see the human beings that make up these mass flows as individuals - each with a story, a life, and the same rights that bind us all.

The entire curriculum will be available to school and community educators online, free of charge. In addition, staff will respond to teacher requests to demonstrate lessons in K-12 classrooms and provide trainings to teachers and other school staff on immigration and human rights through professional development workshops.

Idiotas: Enduring Fools, by Rodolfo F. Acuña


Idiotas
Enduring Fools
By
Rodolfo F. Acuña


Growing up, we used a plethora of words to dismiss fools. Fom two different worlds, my father was from Jalisco so his sayings were always blander my mother’s Sonorense expressions, which always seemed franker and more to the point.  If you were ugly, they called you el feo.  It was the cow culture that reveled in a no bull sh.. mentality. When I messed up badly, I was the pinche güero or the pinche buey, which depending on how it was said was generally a put down.

Words such as cabrón or chingado were rarely used unless in anger and mostly directed at someone outside the family.  Even to this day they are words that are not taken lightly in Mexico, especially if used in the context of chinga tu madre.

(It was unlike today when an 85 year old lady will flip you off on the freeway.) 

When you thought someone was stupid and just did not want anything to with them, it was estúpido, imbécil, baboso or pendejo. They had a shock value.  My family was more passive and would just give you the señal de la cruz  -- why call them names if they don’t exist for you.

In the past several years I have found myself giving most Tucson racists the sign of the cross – they are brain-dead. 

Under normal circumstances, I would have given people like Arizona Attorney Tom Horne, Superintendent of Public Instruction John Huppenthal and the great majority of the board members of the Tucson Unified Schools the señal de la cruz.  However, this was impossible because they do so much damage to an entire community. Reaching back into my consciousness I came up with the perfect descriptive word, idiota, a word that always had a poetic sound. Pinche güero was nice next to idiota!


It was a word that had to be said in Spanish. The word sounded dull in English.  Idiot just doesn’t cut it. It is as if it is spoken by Joe Pesci. Idiota has the ring of Sophia Loren strutting down the streets of Pozuolli, Italy, waving her finger at Marcelo Mastroianni and shouting idiota. It sounds like an angry Luciano Pavarotti aura. It is not mealy mouthed like idiot.

Arizona Governor Jan Brewer wagging her finger at President Obama recently caught my attention; it a gesture that betrayed her IQ and upbringing.  It was a punk act, and she did it because she knew she could get away with it.

Can you imagine her wagging her finger in John F. Kennedy’s face; JFK had enough Boston Irish not to have gotten angry, but he would have gotten even.  Kennedy was just too rich to mess with, and father Joe Kennedy and brother Bobby Kennedy would have taken the insult personally

Lyndon B. Johnson would have told her where to stick it, and Richard Nixon would have fetched J Edgar Hoover on her.

Hilary Clinton would have taken her outside.  She never would have tried that cheap trick with Congresswoman Maxime Waters who would have had her for breakfast. Brewer is an idiota and a coward who she did it for show. Like many of her supporters she has no class.

It goes without saying that Horne and Huppenthal are idiotas.  Every time Horne says that he is with Martin Luther King and wants to judge a person by the content of his character rather than the color of his skin, he desecrates King’s legacy.

Horne judged La Raza Studies without knowing the definition of La Raza, and condemned the whole program without making a single classroom visit.  Although he invokes King, Horne attends neo-Nazi gatherings like "Arizona Mainstream Project," that promotes Glenn Beck and Cleon Skousen.  Horne who avoided military invokes phrases such as MAS “must be destroyed.”  Yet, he is afraid to visit a MAS class.

Huppenthal dismissed a costly audit because he had heard differently from unspecified sources.  Huppenthal compared TUSD Mexican students to the Hitler Nazi Jugend paramilitary organization at a Pima County Republican luncheon.

Tucson has more than its share of idiotas. The truth be told, TUSD superintendent John Pedicone banned Shakespeare’s The Tempest because the racist Prospero reminded him too much of himself. When he was campaigning for his position, he voiced support of the MAS program saying that he heard good things about it. Once he had his $300,000 job in tow, he became the bagman for the Southern Arizona Leadership Council – a gaggle of modern day Robber Barons.

Board President Mark Stegeman, who has not shown an ounce of intellectual curiosity,
has allowed Minutemen to speak while suppressing the Mexican American community. Stegemam is supposed to be evaluating curriculum but has come up with statements like La Raza is a cult because they use the farmworker handclap.

Like his Tea Party colleague Michael Hicks, he is continuously bested by students who have to correct him.

Alexandre Sugiyama, the latest appointment to the board, just sits there and votes with the majority that is rounded off by Miguel Cuevas, a college student who is a wannabe mover and shaker; he thinks that by siding with the SALC puppets, he’ll turn white. Cuevas would be the perfect Pancho in the Cisco Kid, or better still, the Lone Ranger’s sidekick Tonto.

However, it is too easy to make fun of sick people. In doing so, you can cross the line and become like them.  It is not good taste to bait a mad dog. But, I have to confess that I have crossed over this line.

Aside from the main characters, the bagmen, there are scores of other idiotas. You have “Fringe characters” such Jared Laughner who shot Congresswoman Gabrielle Giffords (D-Ariz.), and killed six others. The wannabes can be found on the pages of the Tucson Citizen or other Arizona newspaper, grabbing their cheap thrills by writing commentaries to opinion pieces.

They don’t write anything of substance, coming up with inane comments such as “go back to Mexico” or “this America.” Mostly they are anonymous like the flasher they get momentary thrills.

In one case it was a CIA operative in Guatemala whose wife teaches in the Spanish Department at the University of Arizona who keeps up with Tucson via the internet and likes to feel important by dropping what he considers insider information.

There is little dialogue going on, just everyone trying to one up each other.   Recently I wrote on the Spanish Inquisition and a person with the pseudonym of Marcus Tullius commented,  “… of course, relate so well to the Spanish Inquisition because the inquisitors like Torquemada are your political antecedents…”  He completely ignored the point of the article that likened the destruction of Mexican American Studies and the banning of the books to the Inquisition. In another commentary he wrote, “HA HA.  Really?  I mean REALLY?  You’re hilarious!  Bro, you had to sue for tenure when you were publishing in crap journals.  Peer review is great when your peers aren’t first graders.  I desk reject your crappy comments.  No revise and resubmit for you!”
Marcus Tullius is of course Marcus Tullius Cicero purportedly Rome's greatest speaker and writer that greatly influenced European thought. Having read Cicero in Latin during my junior year in high school, I can say Mr. Anonymous is no Cicero.

This pedant assumes that if he adopts Cicero’s name that makes him famous.

Just as comical is that many of his cohorts seem to think that Marcus Tullius is Greek. Unfortunately, with people who hide under the cover of anonymity there can be no education, and they will forever remain idiotas.  So, in the name of the father, the son and the Holy Ghost, “Liberate te ex inferis.”

                

Joe Brewer: An interdisciplinary approach to understanding complex issues

This is a very thought-provoking interview with Joe Brewer, a colleague of George Lakoff and how paradigm shifts come about. 


I like his statement about diversity:  "Biodiversity is actually very healthy for sustainability because one thing we need is resilience. We need to be able to adapt to changing circumstances and if all of the cultures of the world are too similar to each other and if the way they all align is not healthy, then we are more at risk, and global civilisation could collapse completely.  When we talk about cultural change driving change in economics and politics, then we can find the strength of culture at different places and bring them together and drive innovation by plugging into places where cultures come into contact with each other."


Very interesting read.


-Angela


Joe Brewer: An interdisciplinary approach to understanding complex issues

By Bhavani Prakash

Joe Brewer
Seattle based JOE BREWER is one amongst a rare and emerging breed of interdisciplinary experts around the world. In an era of specialisations, what’s missing is a holistic view that cuts across various discipines, whether it comes to addressing climate change or societal change.  Brewer steps in with his unique perspectives on ‘cognitive policy.’ As Founder and Director of Cognitive Policy Works, he paints a sweeping and fascinating canvas covering the human mind, human behaviour, public policy, social media and societal change. 

EWTT: Tell us about how you came to be an interdisciplinary expert?

Joe Brewer: Even from a very young age I was fascinated by two things. One was patterns in the world, and the other was people.  As a people watcher, I was always interested in how the world works.  I was brought up on a farm in the country, so I didn’t have access to broad education, but when I went to college, I had a full right scholarship so I could study anything that I wanted.  Now, I actually have degrees in philosophy, physics and applied mathematics. While I was studying those things, I got very interested in complexity, which is basically the study of how unexpected things happen, and how they can arise from very simple inputs.
When I was starting to study complexity, I entered a collateral program in atmospheric sciences. I got exposed to global warming and what’s called anthropogenic climate change, which is changes in climate patterns caused by human activities. Somehow in the midst of it all, I realised that another physical scientist (I was working as a physicist at the time) studying climate change wasn’t really going to be the critical factor in helping us address our global ecological problems.
EWTT: What did you realise to be the critical factor?
Joe Brewer: I realised that the big problem was human behaviour that is prominent in culture, values and norms of society, the way our institutions are set up, our politics and economics – all the things that have to do with how people make decisions every day. When I left the university with a Masters degree in Atmospheric Sciences, and a strong interest in learning about human behaviour, I started taking in what is called cognitive science. It’s a cross-cutting set of approaches to understanding the human mind, human thought and behaviour. It includes psychology, brain research, linguistics, anthropology, computer science and several other fields.
Universities are mostly set up around disciplines, so you might be a professor or study a program in history or economics or political science, chemistry or biology – always within a field of knowledge. I wasn’t in academia. I was out in the world, trying to solve a very complex problem. My focus was on asking, ‘what do I need to solve this problem?’  This had me moving across many different disciplines to pull together insights, analytic techniques and tools toward explaining how human behaviour works, always with an eye towards sustainability.
EWTT:  What have we learnt about human beings in the last couple of decades about our mind and emotions, especially if we’re not the calculating, rational individuals that economic models assume?
Joe Brewer: We have learnt an incredible amount. Before the 1970s, every time a person made claims about the human mind, they were basing it more on philosophical assumptions than on observations and science. What happened from the 1970s onward is that we had got specific enough about different parts of the mind to be able to study them with rigour using scientific method, as a result of which a huge amount has been learnt about the mind and about human behaviour.
One of the basic things, if you’re familiar with the works of the philosopher in the late 1600s, Rene Descartes, is the problem he articulated that is now known as mind-body dualism. It’s a problem of saying that if our bodies are physical but our minds (related to the intellectual and mental) are not physical, how can the mind and body connect with each other?
One of the big realisations that has come out of many of the fields of research is that the minds that we have are not separate from our bodies, they actually emerge from the physical world, and are continuous within our planet. The general name for that is the philosophy of ‘embodiment’.  Embodiment means that our minds are part of our bodily experience. They arise from the kinds of bodies that we have and the kind of brains that we have, the kinds of physical and cultural environments that we have evolved in as well as develop in throughout our lifespans.
EWTT:  How do you link this understanding to something as large-scale as public policy, or what you call ‘cognitive policy?’
Joe Brewer: I call it ‘cognitive policy’ –  cognitive referring to the way people understand.  I was working a few years ago at a thinktank in Berkeley, California called the Rockridge Institute with a famous cognitive scientist called George Laykoff.  He and I were looking at the language that people use and the ways that people think about environmental policy and our goal was to improve the way in which climate legislation is developed.  We were working with members of Congress, members of environmental organisations and in the midst of our attempts to explain why the human mind is so important for policy, we found that the language people were using to talk about policy was too limited. We needed to distinguish between different parts of policy. The way that we ended up breaking it down was that we separated policy into the material component and what we call the cognitive component.
The material component is the nuts and bolts of how the policy works and the material consequences of the policy.  Let’s say we’re talking about healthcare policy. The nuts and bolts might be something like if a person makes a certain amount of money, he qualifies for a certain service, and there might be a policy mechanism that says what that is. The consequence may be that people who make less money are getting greater benefits because they can’t afford health care.
What we call the cognitive component of policy is the values, the moral perspective that motivated people to hear about the issue in the first place and the ways that they understand the situation, how they characterise what the issues and concerns are, and how that reflects a deeper set of assumptions about the problems and what the solutions should be.
The difference is that the cognitive component of policy has to do with how people think about the world, what their concerns are, what they are motivated toward, what they consider to be right and wrong and good or bad in any situation – so basically the deeper motivations for a particular policy context.
Let’s take another example of climate legislation. One of things that climate legislation needs to be is popular, by which the majority of citizens, at least in a democratic country, need to support it. They need to want the policy to stay in place. The reason for that is that dealing with climate change is a long term problem. So when the policy is put in place, it has to last not just for several years but several decades.  It needs to be popular enough that it can’t be dismantled by an uprising of citizens nodding in a different way that call for it to be repealed. For them to find it appealing it has to align with their values and concerns.
EWTT: What happens if the public perceives it as a short term sacrifice even though there may be a long term benefit? Let’s take for example a carbon tax, as in Australia. What if the public sees it as a burden?
Joe Brewer: An important discovery made by George Laykoff and Mark Johnson in the late 1970s, is when you look at the way human beings use language we don’t see the world in a literal way. We understand the world through metaphors.  So if you look at carbon tax, the important thing to think about is what metaphors are used to think about taxes.
I’ll give you two examples of metaphors that could shape whether a tax is popular or not. One would be that a tax is a burden, and you don’t want to be burdened. So a tax is something you want to minimise or get rid of.
Alternatively if you use the metaphor that taxes are an investment then it’s a different way of thinking of taxes. Then people might see that there are benefits that they get from society that only come about because everyone is investing in the infrastructure of society.  You may say you have an educated workforce if you invest in public education.  You may say you have public safety if you invest in medical science and hospitals.   You have a safe and fair society if citizens invest in courts, and law and contracts.
So thinking about what makes a policy popular is partly about which metaphor people understand the policies around.  Do they understand tax policy as a burden or do they understand it as an investment? In one sense it’s negative and in another sense it’s positive.   It’s an important way of thinking about the carbon tax in Australia , whether it’s popular or not will probably depend on whether the citizens of Australia are feeling that they are investing in their future to make their economy and environment more resilient and robust in a time of change and uncertainty, or do they see it as needing all the money they can get now. If they see the taxes as a burden to them now, then it is taking away their ability to get what they need.
You can imagine the significance now of media and of advocacy where there will be groups that will advocate for people to think about taxes as a burden , and another group for people to think about taxes as an investment.  An important thing to keep in mind is that taxes are simply not one or the other, but how people think about them shapes their appeal. The advocacy for one way of thinking versus the other will have significant impact on whether people support the policy or not.
EWTT:  Is it possible to make a tax or the removal of a subsidy, sound like an investment, especially in a developing country like India where there are huge inequalities of income and where there are millions of poor people can’t think beyond making both ends meet?
Joe Brewer:  There are two important observations that are helpful in addressing that issue. One observation is that people have a hierarchy of needs.  They are only going to be able to think of new wants and ideas and take time to build perspective if they have full bellies and safe environments. If someone is starving and is immersed in danger including the danger of sickness or the danger of violence, he or she is going to have a very hard time thinking about larger, more nuanced issues. So one challenge in addressing the tremendous social injustices that come about with sustainability is that many of the people, are also in a position that they are least capable of doing long term planning that is strategic, as their basic circumstances is about very hard survival.
Another challenge is that we are hardwired in a way that makes it easier for us to see simple relationships better than complex relationships, which are sometimes called systemic relationships. To be able to change fossil fuel systems and energy systems, as well as address tremendous inequities in society and deal with the political ramifications along the way, one of the big challenges is that we need to be able to see the nuances of the system and then redesign them so that they begin to work better.  That’s a difficult challenge – as human beings have a very hard time seeing systems.  We tend to simplify systems – in what is called a metonomy.
A metonomy is where a part of something stands for the whole thing. For example, if you’re at a restaurant where the waitress says, ‘the ham sandwich didn’t leave a tip’ it doesn’t literally mean a ham sandwich, but the person who ordered and ate it and left without leaving a tip. That’s just using the word, ‘ham sandwich’  to represents a person. Or when one says Delhi talks to Calcutta, it’s not the cities talking to each other but the leaders. In each case we use a simplification to represent something more complex. So when we’re dealing with these very complex problems, we have to basically counter our tendency to oversimplify. When we talk about poor people , who don’t have access to quality education, who don’t have the emotional resilience that comes with safe environments, they don’t know whether they’re going to sleep tomorrow, these are complicating questions if we are going to approach the kind of issues you raised.
EWTT: Politics and economics go hand in hand, and powerful interest groups and lobbies create resistance to change. What then is going to bring about change?
Joe Brewer: At first pass, changes in society are always lead by culture, so if you change the culture, you change the politics, you change the economics. It’s actually much harder to use politics to change culture.  One good example is how in 1865, all of the slaves were freed. It was a hundred years later that in 1965 that the Civil Rights Act was passed. There was a legal change, but the culture hadn’t changed yet. And then it took a hundred years to change the culture enough to accept a change in policy that would secure the rights, that would make it legally defensible to protect the rights of minority citizens. We only started dealing with racial inequalities in a systematic way since the 1960s onward, so the culture changed first then the politics followed.
So one thing that is very important for us to think about when we talk about changing behaviour is that ultimately yes, we have to change our politics, we have to change our economic systems because the way they are set up now cannot lead to sustainable outcomes, but to make those changes in political and economic systems we have to look at culture, we have to look at the stories that people tell themselves about where they come from, and what it means to lead a good life.
There has been a major global trend in the last century which has been the rise of global consumerism and consumer marketing.  Consumerism tells us stories of opulence and material success as measures of meaning and quality and happiness. So those stories are antithetical, they are the opposite of what we need to have to lead to a sustainable outcome. So we need to change consumer culture, that’s something that gets deep into the lives of people. When we talk on a global scale, it doesn’t mean we need one big monoculture that’s the same everywhere, but we can celebrate the unique features of different cultures that are resonant with sustainability.
India, I discovered during my visit, is an incredibly diverse country with so many different subcultures and languages and religions. Biodiversity is actually very healthy for sustainability because one thing we need is resilience. We need to be able to adapt to changing circumstances and if all of the cultures of the world are too similar to each other and if the way they all align is not healthy, then we are more at risk, and global civilisation could collapse completely.  When we talk about cultural change driving change in economics and politics, then we can find the strength of culture at different places and bring them together and drive innovation by plugging into places where cultures come into contact with each other.
We’re seeing that now in this global social movement, that firstly has been called the Arab Spring and then Occupy Wall Street, people from different cultures are describing it in a local way. Members of this movement in Spain are dealing with issues that have to do with Spanish culture, people in Greece are dealing with Greek culture, people in Lebanon are dealing with Lebanese culture, people in the US dealing with US culture. At a deep level, they are taking the paradigm of the global economy and they are suggesting a different way that people can come together to solve their problems, which means they’re suggesting an evolution of culture.
EWTT:  You enjoy studying deep history, and since you’ve mentioned Arab Spring and Occupy Wall Street, do you think change comes about in a disruptive way, or is it a gradual process that leads to a tipping point?  How do you think change is going to come about now when we most need it, in the face of the climate crisis?
Joe Brewer: Well, the way that big change always happens is there are periods when it doesn’t seem like things are changing very much, and then are short periods of time when things change very quickly. You could think of it as a ‘preparation’ stage and a ‘release’ stage.
Looking at globalisation as a process that goes back to the 1500s, and even the 1400s, there was global trade and then in the 1600s, we saw the global rise of corporations and in the 1600s and 1700s we had the creation of nation states. We had these big structural changes over several hundred years. And then we had the rise of market economies – they’ve only been around a few hundred years. There have been markets, there have been bazaars, the bazaar in Delhi has been around for much longer than a few hundred years, but the idea of a global market economy has been fairly new, it’s maybe only four hundred years old.
Given this deeper context, what we’re looking at now is a big change that has been coming for quite some time. I actually go deeper than that, and I like to think of it as three major periods of human cultural evolution. There was the period before agriculture, where we mostly lived in hunter-gatherer societies, and then we had the period where people learnt to domesticate plants and grow food, and that allowed human settlements to form and to grow. An interesting thing about human settlements is that if you have more food than you need, then you can grow your population. And if you can grow your population, you need more land, and that is the dynamics of empire and conquest. So empire emerged from agriculture.
About 10,000 years into the age of empire is coming to an end in one of two ways. Either it is going to end by collapse of human civilisation, that we basically wipe ourselves out and there will be an Easter Island kind of story. Or we change to a different paradigm that is not conquest. Now conquest and empire is now called ‘economic growth.’  It’s the same thing. We have an economic model that requires that the value of the currency for the economy must grow. And then if it doesn’t grow it becomes static and collapses just like when your heart – your heart has two dynamic modes – it’s either beating regularly or you’re dead, and there’s nothing in between.  Once your heart stops beating regularly it or it becomes rheumatic. You have a heart attack. Either it starts beating again or you’re dead. For a growth economy it’s the same thing, it keeps growing at an exponential rate, or it collapses.
So the changes that have to happen have to happen at a very deep level, at the level of a paradigm.  An interesting thing that can make us hopeful is that a paradigm level change happens very quicky. It’s like an earthquake. There’s a slow buildup and then an unpredictable release, and that change, that dynamic of slow build-up of pressure and release is how all physical systems change their state of matter. It’s just like when you start heating up water, the temperature continuously rises to a level  where it very quickly goes from a liquid to a gas and vaporises the water. That time of change happens over a very small change of temperature, in a short period of time.
So what we’re seeing now with these global social movements, is an acceleration of change that goes back at least 3 decades. In a global sense, we can see the rise of the environmental movement, which started about a hundred years ago and catapulted in the 1960s with Rachel Carson, and what’s called the modern environmental movement. We’ve seen the beginning of the collapse of the empire with post colonialism, from the independence of India, the rise of nation states, and social democracies. Going back 70 or 80 years, fairly quick and big changes have been happening. Now it’s much faster still.
Let’s take ‘Occupy Wall Street’ – it has been incredibly successful, in a short period of time. It has been only with us for a few months and it has already changed the way that people talk about the economy and social issues all around the world. Now maybe Occupy Wall Street won’t lead to the changes that we need, but the scale of impact would have been very difficult to predict. Imagine you were sitting and watching the world  in the beginning of August 2011, you probably wouldn’t have anticipated that something like Occupy Wall Street would have come into being and have such an effect in the last few months.
That is an indicator of how quickly change is coming and the fact that change is coming quickly tells us that we are in the middle of one of those phased transitions.  Change is happening very quickly because the entire system is reorienting itself. I think there’ll be a much bigger, deeper change in the next few years.
EWTT: Do you think that social media has played a role in this?
Brewer:  Absolutely, social media plays many roles. Even one step deeper than social media is the global digital communications system-  the internet, satellite communication systems, mobile phones – the whole system, and in all of that, the software that lets people in creative ways – facebook or twitter or email or whatever else you’re  thinking of in terms of technology.
What that digital communication system does is it democratises information. If you go back and look at what the printing press did to organised religion in the 1600s and 1700s, where prior to that the Catholic Church in Europe did everything in Latin. All the information was kept secret from people as they didn’t know Latin. They were only told what the leaders of the church wanted them to know. With the printing press it became possible for a lot of people to learn how to read, and share information. That automatically changed the way that organised religion worked.
A similar change is now happening with the digital communication system, social media and the internet. Information is now being democratised just as profoundly as the rise of the printing press. The fact that we can have instantaneous communication and that we can organise ourselves at effectively zero economic cost really helps –  it takes very little time, money and energy to send a tweet, or post a link on facebook, and people can organise themselves around what they are concerned or passionate about.  That ability changes the fundamentals of the economy, as now the economy is now driven by what is called pull marketing instead of push marketing. It means that people are able to seek out what they find desirable, rather than selecting amongst the choices that are presented to them.  It’s much easier to find like-minded people and we’re seeing that in social movements, that people are able to organise themselves very quickly, in real time, sometimes with hundreds of thousands of people organising themselves over small periods of time, like a few hours.  Social media is allowing that to happen, and the organised powers in the political and economic system are not that fast , they’re not able to keep up. The pace of change in that dynamic is faster than they can control, that is what is causing the breakdown of the systems under control  – it is allowing change to happen.
EWTT:  What are your suggestions to become more effective at a community level?
Joe Brewer: One of the frameworks that I was honoured to get to be a part of was “Identity Campaigning.”  The basic idea of identity campaigning is that people’s collective behaviour in society is shaped by their social identities. Social identities are in two forms. One form is the way that individuals see themselves as good or bad, and the other is at a community level, where there are shared identities, and where there are role models.
It is important to consider social identities, because they include emotions. Think about the social identity of what it means to be a good parent. It’s going to change from one culture to another, one community to another. But the social identity is understood collectively by the people in the community. So as you’re thinking about how to be an effective advocate, be mindful of the social identities that you select, that you want to highlight, and want to draw attention to, both in terms of the social identities that are positive , that people will resonate with, that you think people will want to be like, and also the identities that are negative, the ones that they don’t want to be, that they would be against. In order to be effective, you need to orient people around a different set of social identities than they had before.
With the “rational actor” theory in economics we are taught that being selfish is good,  because if you’re selfish you’re being productive, and as a trickle down effect, it brings wealth to other people.  Now we’ve figured out, that doesn’t actually work, but unfortunately that idea is still very common. When people aspire to serve themselves,  the social identities they are elevating is individualism, and suppressing identities that have to do with their communities.
One way that comes out is that they feel responsibility to themselves but they don’t feel responsibility to others. To get people to feel responsibility to others, we need to remind them that they have identities that they consider to be already a part of themselves, like being a good parent. A lot of people will recognise that as being a part of their identity, that has a social responsibility component, that is responsive to the needs of others around them.
I think in a deep way, it’s all about activating empathy and compassion in people. The more that they feel compassion and the responsibility to act in compassion towards others around them, the more they will work together to solve collective problems.  As you’re thinking about social identity, one way to answer yourself is, out of the identities that I am elevating in conversations, which ones are increasing compassion and responsibility toward others and which ones are decreasing the same? Just asking that question will orientate your thinking quite a lot, and help you become more effective.
EWTT:  People have good intentions but they seem to be too preoccupied. The general refrain is, “we’d love to do more for others and the world, but we’re too busy.”  How does one respond to that?
Joe Brewer: One thing is a lot of it has to do with design.  We’ve designed a global economic system that treats workers like gears in a machine. Machines tend to get faster with each passing generation. We’ve seen people find themselves working more and more, and find themselves engaged in activities more and more which keep them very busy. One thing to remember is that systems change on their own time scale, and one thing we’re seeing that a lot of people are busy working, doing all the things they’re doing in their lives, and they don’t have time for others.  It’s difficult to come out of those patterns.
They often have really good reasons to be busy. Someone might be working two jobs as he wants to send their child to college.  What we’re seeing with a lot of the global social movements that are successful right now like the Arab Spring, is that capable, educated people can’t find employment and there’s a telling observation that these are people who would be too busy to save the world, except that the economy is not serving them.
One thing we have to recognise is that change will happen when the systems are ready to change. Our economic systems at a very deep level have been poorly designed.  They perpetuate injustice. They make gaps between the wealthy and the poor larger with time.  They eventually come to a point when they become unstable and break down.
If we want to influence the behaviour of people, we need to engage people proactively when they are paying attention.  But they may not pay attention if they are overwhelmed with information and they’re already busy. Our strategies may not be able to operate at a system level scale to be able to change what their choices are, but when the system starts to stall and change, and the old dynamics are no longer stable and people are looking for different ways to be, then there will be tremendous opportunity to engage with them in meaningful conversations about deep change.

Joe Brewer can be contacted via info[at]cognitivepolicyworks.com.  Follow Brewer’s works through his website Cognitive Policy Works.



Friday, February 10, 2012

Education Department’s obsession with test scores deepens

Geez, talk about experimenting with our children as though they were gerbils. In lieu of this blog's earlier posts discussing the "perversion of testing," how much is being invested in reducing success to a student's outcomes on a test? Sounds like more perversion at our children's expense. I'd like to see the media get a little more critical about these issues.

-Patricia


By Valerie Strauss | Washington Post
February 8, 2012

Apparently it’s not enough for the Obama administration that standardized test scores are now used to evaluate students, schools, teachers and principals. In a new display of its obsession with test scores, the Education Department is embarking on a study to determine which parts of clinical teacher training lead to higher average test scores among the teachers’ students.

This is explained in a notice placed in the Federal Register:

“Teachers who have experienced certain types of clinical practice features and who have completed those features are hypothesized to produce higher average student test scores than teachers who have not done so. Using a randomized controlled trial, students will be randomly assigned to a pair of teachers in the same school and grade level, one of whom will have experienced the type of clinical practice of interest (‘treatment’) while the other will not have experienced the feature (‘control’). Average test scores of the two groups will then be compared.”

The Education Department’s new study takes as fact the notion that standardized test scores tell us something important about how well a teacher does his or her job. They don’t, assessment experts say (over and over), but why let the facts get in the way?

This might seem like officials are about to take the use of test scores to extremes, but, actually, we passed extreme some time ago.

Let’s consider Tennessee as an example. Last fall the state (as did many others) enacted a new way of evaluating teachers that is heavily based on standardized test scores of students. But here’s one of the many problems with a system that relies on test scores: What do you do about teachers in subjects without standardized tests?

One way out of this dilemma is as obvious as it is horrifying: Create standardized tests in every subject. If you think I’m kidding, think again. This is where districts around the country are going with teacher evaluation. See this post by a student in the Charlotte-Mecklenburg School District, where last year 52 standardized assessments were field tested on students as young as kindergarten. The student asked, “Why do I have to take a standardized test in Yearbook?”Why indeed.

But Tennessee has added a whole new level of creativity to solving this problem.

There aren’t any student test scores — yet — for over half of the state’s teachers, including those who teach kindergarten, first, second and third grades, and art and music. So teachers without a standardized test to call their own are being evaluated by the test scores of other teachers’ students in the school. As Mike Winerip of The New York Times recently wrote, amid a “bewildering” collection of rules on how teachers should be assessed, “math specialists can be evaluated by their school’s English scores, music teachers by the school’s writing scores.”

Really.

Things have gotten so out of hand that even Robert Scott, the Republican education commissioner of Texas who is not exactly the poster child for progressive education, recently called the nation’s testing obsession a “perversion” of a quality education.

Education Secretary Arne Duncan has called for a broad-based curriculum and said he doesn’t want schools becoming obsessed with tests. But his policies can’t lead to any other behavior.

Meanwhile, back to that new Education Department study, interested persons are invited to submit comments on or before March 27.

Here’s my comment: Please stop wasting our time and money on nonsense.

Wednesday, February 08, 2012

Texas schools chief calls testing obsession a ‘perversion’

More press on the commissioner's recent remarks regarding testing. National media does a good job of getting the word out on what's happening but can risk sensationalizing issues because they're simply not rooted in the context.

A thought to consider: if these are fact the sentiments of the commissioner than I would suspect that the millions of dollars that are earmarked in the agency's budget will be renegotiated.

STAAR is a system that will pump more money into testing (a corporate entity) than TAKS ever did that will not only consume state dollars, but local district dollars. There are more tests in number and greater stakes that will create more re-testing needs for students. That's IF schools even have the capacity to provide retesting at the rate that it's needed by students.

Contracts to the testing companies and psychometricians that have a heavy hand in the process will continue to consume state funding dollars. This is yet another topic, entirely.

We need to more authentically educate our community.

-Patricia


By Valerie Strauss | Washington Post
February 7, 2012

The Republican education commissioner of Texas, Robert Scott, might not be the first person you’d think would find common ground with California’s Democratic Gov. Jerry Brown, but Scott has savaged high-stakes testing in language that would make Brown smile.

Speaking to the Texas State Board of Education late last month, Scott said that the mentality that standardized testing is the “end-all, be-all” is a “perversion” of what a quality education should be.

What’s more, he called “the assessment and accountability regime” not only “a cottage industry but a military-industrial complex.” And he attacked the Common Core Standards Initiative as being motivated by business concerns.

“What we’ve done in the past decade, is we’ve doubled down on the test every couple of years, and used it for more and more things, to make it the end-all, be-all,” Scott said. “... You’ve reached a point now of having this one thing that the entire system is dependent upon. It is the heart of the vampire, so to speak.”

These sentiments — which he repeated in similar language at a conference of school administrators a few days later — go well beyond the common sentiment in Texas Republican politics that public education policy should be the domain of state and local officials and not the federal government. Texas Gov. Rick Perry has famously feuded with President Obama’s administration over the federal government’s role in school reform.

Scott’s attack on testing mania sounded like Brown, who has attacked test-based school reform and said he wants to reduce the number of standardized tests students take. (You can see the whole video of Scott speaking at the meeting by going here and clicking on “view discussion of item 1.” And here’s Scott at the school administrators conference.)

Scott made the comments amid growing concern among parents, educators and even business leaders in the state about a new standardized testing regime called the State of Texas Assessments of Academic Readiness, STARR, which is the successor to the maligned Texas Assessment of Knowledge and Skills, or TAKS. Under the new system, 15 percent of the grades of high school students in English, history, math and science will be based on test results.

Here are some of the things that Scott said at the board meeting late last month, taken from the video and from the Dallas Morning News:

“I’ve been a proponent of standardized testing, for some things, and I want to continue to use it, for some things. But we have overemphasized it, and even if we haven’t overemphasized it specifically at the state level, the perception out there is that it is the end-all, be-all, and that is causing behavior in many cases, to compound upon itself, and even if that’s not the intent at the state level, that’s reality. And perception is reality, so once they perceive that is all that counts, that it’s all we’re looking at, that’s all they focus on.”

--
After board member George Clayton of Dallas commented that at some schools testing is paramount, Scott replied:

“I would only say that is a perversion of what is intended, and I can say that I’ve been to many schools where that is not the case. “And I do agree with you that in many schools that is the case, and that’s why I’ve been very supportive of the Visioning Institute bill that is going to give this agency the authority to get 20 districts to serve as pilots for a new accountability system that maybe doesn’t focus on testing every kid every year and maybe does sampling like the NAEP, and allows us to think beyond this current system that we have, because we do have many districts and many campuses that are overemphasizing testing.

“Testing is good for some things. It is good for data, it is good for instructional practices, it is good for feedback, it is not the end-all, be-all of the universe. But it is important ... in making the system care about kids. I say this all the time: Parents care about kids, teachers care about kids, individuals in this room care about kids.

“The system doesn’t give a damn about kids unless you make it care. And that’s really what the idea of testing and accountability was about, was to make the system care about kids, about different subgroups of kids, and not leave one subgroup to be stranded while the law of averages makes the campus look great.

“Now I agree that we’ve reached a point where there’s going to be a backlash against standardized testing.....”

Clayton then said: “Perversion”?

And Scott responded: “I know that’s a strong word.”

But he didn’t take it back.

--

“The assessment and accountability regime has become not only a cottage industry but a military-industrial complex. And the reason that you’re seeing this move toward the “common core” is there’s a big business sentiment out there that if you’re going to spend $600-$700 billion a year in public education, why shouldn’t be one big Boeing, or Lockheed-Grumman contract where one company can get it all and provide all these services to schools across the country.”

--

“We are trying to figure out a way to strike the balance between what the state requires and the reaction from the local level that might overdo exactly what you’re talking about -- too many formative assessments, too many mini-TAKS tests, too many STAAR tests during the school year. What we’ve tried to do with standards-based assessments is provide a guidepost and provide some quality control across the state. That works in many cases., and in many cases it does not. ...

“What we’re trying to do is set a benchmark for standards and for human behavior, and human behavior can’t always be dictated from Austin, Texas, as much as we try. But what you see at the local level is an attempt to enforce that through a regime of mini testing that won’t work.

“If you look at it, this is where the frustration comes from -- you know, “drill and kill,” and teachers getting burnout. I don’t know how to stop that behavior, other than to say that’s not the intent, and to tell them, “It’s not going to work.”

“When you fundamentally get back to it, it’s the quality of the teacher in the classroom, it’s the quality of professional materials, the alignment of professional development, all of those things that go into the development of a quality classroom.

“Simply regurgitating a mini-TAKS test or a mini-STAAR test every two weeks I don’t believe is going to be ultimately effective and ultimately provide a quality education. I agree with you on that. Again, I’m trying to figure out a way to impart that that’s meaningful. ...

“What we’ve done in the past decade, is we’ve doubled down on the test every couple of years, and used it for more and more things, to make it the end-all, be-all. ... You’ve reached a point now of having this one thing that the entire system is dependent upon. It is the heart of the vampire, so to speak.

“All you have to do is kill that, and you’ve killed a whole lot of things. I think there needs to be a balance here.”

DISD Says It's Not Sitting on Federal Funds. It's Actually Trying to Keep From Wasting Them

Here's the TEA's response to DISD.

-Patricia


By Robert Wilonsky | Dallas Observer
Tue., Feb. 7 2012

We started this morning by noting Brett Shipp's piece from last night suggesting the Texas Education Agency is threatening to withhold Dallas ISD from close to $80 million in federal funds birthed by No Child Left Behind. The reason, says Commissioner of Education Robert Scott: Only 40 students out of an eligible 29,349 have gotten their after-school tutoring paid for. Which, on the surface, sounds just horrible.

But DISD says today that's far from the whole story. Like, very far. Like, not even half the whole story. More like a couple of chapters from a really long story.

As proof we were sent the January 27 letter interim DISD superintendent Alan King sent to Scott in response to his January 13 warning letter on which Shipp based his account last night. In the letter, which follows, King writes that the reason DISD hasn't spent the money is because while performing its annual audit the district discovered "potential irregularities involving invoices received from several vendors" -- all of whom, incidentally, are tutoring services approved by TEA. Writes King, who later outs the issue as one involving double-billing, "the district took immediate action by reorganizing the department in charge of oversight for the program and hired a forensic team to conduct further investigations into the program."

King writes that district staff and TEA employees chatted about this in October, and that the result was an "action plan" that would resolve the hold-up. In the meantime, DISD continued trying to find out where the irregularities had come from -- inside 3700 Ross or with the contractors TEA had signed off on. Says the letter:

The initial concerns were that district employees were being paid by both the district and vendors for the same work or tutors were being paid by multiple vendors for the same time period. The District's Office of Professional Responsibility conducted a sampling of interviews with several district employees and found no indication of employee misconduct. The District, therefore, concluded that the apparent fraudulent activity was conducted by the vendors and the forensic audit team focused their procedures on these vendors.

Now here's where it gets really interesting ...

Not only is DISD concerned that those tutoring services are double-dipping from federal funds, but the district also doesn't think much of those tutoring services -- all of whom, you'll recall, are on TEA's list of approved vendors. This isn't easy to find. But there is a report, which you'll find here, that breaks down the services providers, which have names like Allegiance Learning Solutions, Cool Kids Learn, Cranium Maximus, Little Genius Private Learning, Orion's Mind and Sheila Williams Lyons: Acknowledge Me Now. According to the district, most of the 11,268 kids who enrolled in the tutoring services used Group Excellence (2,695 students), Apex Academics (1,593) or Tutors with Computers (1,129). And the district "funded SES at $1,490 per student," per the report.

But, says DISD's evaluation, it didn't appear to get much, if anything, for its investment. From Page 80 of the report:

For TAKS math vertical score means, SES eligible non-tutored students outperformed SES tutored students in the sixth grade by an average of 21 points. There was no significant difference between tutored and non-tutored students' vertical math scores in the seventh and eight grades. For TAKS reading, SES eligible non-tutored students outperformed SES tutored students in all three grades by an average of 17 points.

Eleven pages later, after a lot of data-crunching, the district determined:

In a broader sense, SES is a clear non-factor in helping students pass the TAKS that otherwise might not pass. When examining the rates between enrolled and non-enrolled (and tutored and nontutored), SES is not helping students who previously failed the TAKS test to pass this year, and there-in help schools make AYP. This is probably due in part to the fact that the majority of SES participants have previously passed the TAKS test and the fact that many providers are apparently not able to improve student academic performance.

Which brings us back to King's letter, in which he notes that the district's actually requested a waiver from TEA to "repurpose the mandatory set aside for SES services to a more productive initiative." Because, as the report notes, DISD doesn't think SES is very, you know, productive. Writes King:

The District will set aside approximately $10 million to hire teachers at Stage 2 and above AYP campuses in order to lower class sizes. Since all 26 campuses that meet this criterion are "school-wide", allocations will be distributed evenly across the affected campuses. Teachers will be hired according to the specific area of improvement of each campus. The improvement areas are math, reading, attendance and/or graduation rate. This proposal will allow the District to hire approximately 166 teachers or 6.4 additional teachers per campus.

TEA spokesperson DeEtta Culbertson says the agency is "assessing the letter" from King, but since there's an "ongoing investigation, there's not a whole lot we can say." But "the bottom line is," she adds, "we need to make sure the students in Dallas ISD are being properly served."

Monday, February 06, 2012

In Texas, a Backlash Against Student Testing

Friends, for those of you who are interested in understanding more regarding the parents opting out of testing here it goes:

What parents have discovered is that under law (see below), they have the right to withhold their child from any activity that conflicts with their moral belief under the Texas Education Code CHAPTER 26.

PARENTAL RIGHTS AND RESPONSIBILITIES Sec. A26.010.EXEMPTION FROM INSTRUCTION. (a) A parent is entitled to remove the parent ’s child temporarily from a class or other school activity that conflicts with the parent ’s religious or moral beliefs if the parent presents or delivers to the teacher of the parent ’s child a written statement authorizing the removal of the child from the class or other school activity.

To support (and give parents a political safety net) they are also citing the various research findings that demonstrate how testing is morally wrong. Some of the research findings center on the affects of socio-emotional well-being, kills curiosity and love of learning, reduces the child's capacity for attaining new knowledge, replaces higher order thinking (in part) by narrowing the curriculum, wastes valuable educational time spent taking tests, and violates all childrens' rights to a free and appropriate education. Finally, these parents are also citing the Fair Labor Standards Act of 1938.

Check out the full letter here.

With regards to the impact of keeping your kids home on the testing day: what parents understand is that if you can taint 6% of the testing pool, you create a situation where analysts are unable to infer (with statistical validity) anything about the other 94%. As many of you know, the state is in the process of setting the passing score standards for the new STAAR tests and so parents across the state are attempting to disrupt this process.

As always, this blog and the authors are focused on providing information and research. We do not in any way advocate for any one method of being active in education and policy processes. Rather, we are about educating the public in hope that decisions are well informed.

-Patricia



by Morgan Smith | Texas Tribune
February 6, 2012

When Christopher Chamness entered the third grade last year, he began to get stomach aches before school. His mother, Edy, said the fire had gone out of a child who she said had previously gone joyfully to his classes.

One day, when he was bored in class, Christopher broke a pencil eraser off in his ear canal. It was the tipping point for Chamness, a former teacher, and she asked to observe his Austin elementary school classroom. What she saw was a “work sheet distribution center” aimed at preparing students for the yearly assessments that they begin in third grade and that school districts depend upon for their accountability ratings.

Now, with Christopher in fourth grade, Chamness will take a more drastic step: She intends to pull him out of standardized testing altogether this spring, in protest of the system that she said had sapped her son’s love of learning.

Chamness’s approach is more radical than what most parents are willing to do — and district officials are quick to point out that school policy does not permit students to miss test days for any reason. But it is part of a budding backlash against standardized testing in the state that spawned No Child Left Behind and its assessment-driven accountability requirements.

It is a precarious time for Texas school districts. Faced with roughly $5.4 billion less in state financing, districts this year will administer new, more rigorous state exams called the State of Texas Assessments of Academic Readiness, or STAAR. And for the first time in high school, the assessments are linked to graduation requirements and final grades.

There is anxiety among school leaders, educators and parents about meeting the increased standards with fewer resources. In the Panhandle, the Hereford Independent School District superintendent may withhold her district’s test scores from the state. An Austin parent is considering a lawsuit to stop the rollout of the tests. Some legislators are mulling how to postpone some of the tests’ consequences for students.

In a high-level turnaround, Robert Scott, the commissioner of the Texas Education Agency, said Tuesday that student testing in the state had become a “perversion of its original intent” and that he looked forward to “reeling it back” in the future. Earning a standing ovation from an annual gathering of 4,000 educators that has given him chillier receptions in the past, Scott called for an accountability process that measured “every other day of a school’s life besides testing day.” (Here is a full version of his remarks.)

Many viewed the speech as a reversal for Scott, who has rarely spoken publicly against the role of standardized testing in public schools. He declined to talk about his remarks for this article.

“I think he sees that we are at a cusp of philosophical changes in the Legislature and across the state over what we’ve been doing the past few years with accountability and whether there’s been any worthwhile gain from all the testing we’ve done,” said Joe Smith, a former superintendent and an education community fixture who runs the website
TexasISD.com, a clearinghouse of school-related news.

Kelli Moulton, the superintendent of Hereford ISD, is considering an outright rebellion. She said that she was still exploring the repercussions of refusing to send her students’ test scores to the agency but that she was encouraged by Scott’s remarks.

“We talk a lot, but nobody’s stepped off to do anything really bold,” she said. “Clearly now as a state, at least with a leader who is willing to say testing has gone too far, when do we put a stick in a wheel and say, that’s enough, stop? Because we are going to spend the next 10 years trying to slow that wheel down, and we’ve got 10 years of kids that are suffering.”

It also may be a sign of shifting political tides. State Sen. Florence Shapiro, the powerful chairwoman of the Senate Education Committee and a primary architect of the legislation that enacted the new assessment system, announced in September that she would not seek re-election. Shapiro, R-Plano, has been a staunch opponent of any retreat from the standards established by the 2009 bill. But her House colleagues, particularly Rob Eissler, the chairman of the Public Education Committee, have been more receptive to changing course.

During the last legislative session, Eissler, R-The Woodlands, attempted to ease some of the more stringent requirements of the new assessments, including how many exams high school students had to pass in order to graduate and how the tests had to count for 15 percent of their final grades. Eissler recently held a hearing on how school districts were fulfilling the requirements, and many parents and educators in attendance asked for a delay in the effects on students.

“I am very concerned about performance on the test. My expectation is for most students this would have the effect of lowering their grade,” said Dineen Majcher, a high school parent who has called on lawmakers and the education agency to find a way to waive the 15 percent rule for the first year of testing.

School districts have been given a one-year reprieve from having the test scores factor into their accountability ratings, and Majcher said it was “completely unreasonable and inappropriate” that the same was not happening for students and their grades. Majcher, an Austin lawyer, said she and other parents were considering a lawsuit, but she declined to elaborate on its grounds because she still hoped for a resolution outside the courtroom.

That may not come in time. Scott’s Tuesday speech, while popular with the state’s superintendents, inspired a flurry of reaction from members of the education community who favor moving forward with the new assessment system. Bill Hammond, the president of the Texas Association of Business and an accountability advocate, said he was disappointed in the commissioner’s remarks.

“It’s not going to be the end-of-the-world scenario,” he said. “The kids and educators in Texas are up for it. Every time we’ve gone through this, the standard has been met, and it’s resulted in a better-educated work force.”

Shapiro said that once the transition to the new exams occurred, students would be left with a much better assessment system, one that eliminated the need for educators to teach to the test because it was based on courses, not subjects. It was never lawmakers’ impression that they would have to change anything about the rollout of the exams, she said, because the planning had been in the works for the past five years.

She also questioned what Scott meant by calling the testing system a “perversion.”

“That’s a direction I’ve never heard him take,” she said. “He’s been the one that’s been talking about school accountability over the years. We’ve all been a part of this. School accountability is something we started many, many years ago, and we believe in it.”

Meanwhile, Chamness, who praised Scott’s remarks, said she has reached out to other parents at her elementary school about opting their children out of standardized testing — to mixed results.

“They are waiting to see what happens to us,” she said. “Nobody wants to get on the outside of the administration. I’m not excited about being out there alone, but that’s not going to dissuade me from doing what I know is right.”

Sunday, February 05, 2012

We're Not Gonna Take It


Excellent, excellent piece on Texas' next epic school finance litigation. Getting the courts to fix what the legislature fails to do--and only 7 years since the last time the Texas Supreme Court found the previous system of school finance unconstitutional. It's unbelievable the impact of Texas' draconian cuts to school statewide. In preparation for the courts and the next legislative session, IDRA is gathering stories of the impact of the cuts from folks throughout the state. So go to this website to plug in your own story: http://www.idra.org/Courageous_Connections/Events/Fair_Funding_Now/ -Angela

We're Not Gonna Take It

Texas' starving school districts lawyer up for (another) epic battle for survival



    Published on: Wednesday, February 01, 2012
    We're Not Gonna Take It Illustration by Mario Zucca

    Friday, February 03, 2012

    Texas Schools Chief: Testing Has Gone Too Far

    by Morgan Smith | Texas Tribune
    1/31/2012

    Texas Education Agency Commissioner Robert Scott said today that the state testing system has become a "perversion of its original intent" and that he was looking forward to "reeling it back in."

    Addressing 4,000 school officials at the Texas Association of School Administrators' annual midwinter conference, Scott said that he believed testing was "good for some things," but that in Texas it has gone too far. He said that he was frustrated with what he saw as his "complicitness" in the bureaucracy that testing and accountability systems have thrust on schools.

    The remarks, which mirrored those he made at a State Board of Education meeting last week, have been his most forceful on the topic since the last legislative session, when lawmakers slashed state funding to public education by $4 billion. The budget cuts have spurred at least four different lawsuits against the state from school districts arguing they have not received adequate funding to meet increasingly high state accountability standards. The cuts come as the state is rolling out a rigorous new state student assessment system in the spring.

    Uncertainty around the implementation of STAAR — and whether students and teachers will be able to meet the new requirements with reduced resources — has caused deep anxiety around the state. With the new system, high school students' scores on exams will count 15 percent toward their final grades in the corresponding course for the first time.

    Halfway through the school year, many districts are still determining how they will apply that rule to their grading policies, and the variations from district to district were the subject of a recent House Public Education Committee meeting. At the hearing, parents and school leaders expressed concern that the differing policies would hurt students, and questioned the need to apply the new rules in the first year of the test.

    Scott said today that if he had the authority — which he said he doesn't — he would waive the 15-percent requirement in the first year as students adjusted to the test.

    Scott, who received a standing ovation at the end of his address, also predicted that there would be a "backlash" against standardized testing during the next legislative session. But he said that the new tests, which are course-based rather than subject-based, would be better for students in the long run and that the transition provided a chance to create a new accountability system that accounts for "what happens on every single day in the life of a school besides testing day."

    "We have a huge opportunity to move kids farther and better than we ever thought possible," Scott said. "And I do not want to blow that opportunity."

    Little Agreement on How to Fix School Finance System

    by Ben Philpott | Texas Tribune
    February 3, 2012

    A teachers group has urged Gov. Rick Perry to call a special session to address education funding, but there's still plenty of disagreement on what fixing the school funding system would actually mean.

    Some think lawmakers should eliminate the use of local property taxes and pass a constitutional amendment to create a statewide property tax. Others want a more immediate fix: Spend a couple of billion dollars to stop additional teacher layoffs — and call lawmakers back to Austin to do so.

    “State government has the money to do that — it’s taxpayers’ money, called the Rainy Day Fund,” said Rita Haecker, president of the Texas State Teachers Association.

    Haecker said at a news conference Wednesday that without that stopgap money, schools could be forced to continue slashing jobs.

    “An estimated 32,000 school employees, including 12,000 teachers, already have lost their jobs,” she said.

    Bill Peacock with the conservative Texas Public Policy Foundation disagrees. “There are a lot of people calling for a special session, but we don’t see the need for one,” Peacock said.

    Peacock said the Rainy Day Fund should only be used for one-time costs, not recurring expenses like teacher salaries. He said adding another patch to the heavily bandaged school finance system won't help anyone.

    On that point, the Equity Center, a nonprofit group that advocates for middle- and low-income school districts, agrees. But it's focused on a big-picture fix to the system.

    The center's Lauren Cook says lawmakers can do that by simply following the state's current education code.

    "It should finance schools in a thorough and efficient way so that all students have the same opportunities,” she said, “and so that taxpayers that pay substantially similar rates are receiving substantially similar revenue in their school districts."

    While Cook seeks equity, Peacock and his crew are searching for efficiencies, like letting parents pick the type of education their children receive.

    “Vouchers, public school choice, virtual education — with technology these days, there’s a whole lot of things that one could do to improve the efficiency and put more competition into the system of public schools and public education you have in Texas,” Peacock said.

    Neither the Texas Public Policy Foundation nor the Equity Center thinks lawmakers will take up major changes to school finance until they are forced to do so by the Texas Supreme Court. And that's not expected until the 2013 legislative session is over.

    Teachers seek special session to stop school cuts

    Gary Scharrer | Houston Chronicle
    February 1, 2012

    Gov. Rick Perry should call Texas legislators back to the Capitol for a special session to spare more public school cuts next year now that the economic recovery is producing more revenue than expected, a teachers group said Wednesday.

    The state ended the 2011 budget year with a $1.1 billion surplus, Rep. Donna Howard, D-Austin, noted and the current budget cycle is expected to produce another $1.6 billion surplus.

    Perry should ask lawmakers to tap into the state’s $7.3 billion rainy day fund to avoid more school layoffs and larger class sizes next year, Howard and Texas State Teachers Association President Rita Haecker said.

    The Republican-controlled Legislature last year cut $5.4 billion from public education for the current two-year budget, which forced school districts to cut about 32,000 school employees, including 12,000 teachers, Haecker said.

    More than 8,200 elementary classes are larger than the cap set by state law.
    “It is time to stop the bleeding and stop the cuts, now,” she said.

    There’s little likelihood that Perry will call legislators into a special legislative cuts to spare more school cuts next year.

    “There are no plans to call a special session on this or any other issue. Thanks to Gov. Perry’s fiscally conservative leadership Texas has a balanced budget and has increased funding to Texas public schools by billions of dollars,” Perry spokeswoman Allison Castle said.

    Howard passed an amendment last year that would have sent money to school districts to help fund the annual 80,000-student enrollment increase if the Rainy Day Fund passed a certain threshold. But the amendment got stripped from the final bill.

    The willingness to cut more education funding instead of using surplus tax revenue will become a campaign issue this year, both Haecker and Howard said.

    “We need to hear from parents across the state,” Howard said.

    The state’s future workforce and economic develop hinge on a better education population, both Howard and Haecker said.

    Education cuts, they said, send a wrong message about the priority of education.

    “You can sense in our community their frustration and anger. You will see their willingness to take a role in changing the outcome of this,” Haecker said.

    The Texas State Teachers Association will be circulating petitions, urging Perry to call a special session.

    Thursday, February 02, 2012

    Texas Schools Chief's Remarks on Testing Draw Backlash

    by Morgan Smith | Texas Tribune
    2/1/2012

    Some high-profile members of the education community aren't pleased with Texas Education Agency Commissioner Robert Scott's speech on Tuesday criticizing the role of testing in Texas public schools.

    Speaking to 4,000 school officials at the Texas Association of School Administrators' annual midwinter conference, Scott received a standing ovation when he called for an accountability system that measured "what happens on every single day in the life of a school besides testing day." He also said that he would not certify a ban on social promotion next year unless schools received more money from the state to offer remedial classes to students.

    Uncertainty about student performance on the rigorous new state STAAR exams has caused concern across the state as schools also grapple with a $5 billion-plus reduction in state funding that lawmakers enacted during the last legislative session.

    "I think he owes all of the legislators an explanation of his comments," said state Sen. Florence Shapiro, R-Plano, a chief architect of the legislation that created STAAR. Shapiro, the chairwoman of the Senate Education Committee, said she was "blown away" by the commissioner's remarks in light of his repeated testimony during the legislative session that schools would have enough money to move forward with STAAR.

    "That's a direction I've never heard him take," she said, adding, "He's been the one that's been talking about school accountability over the years. We've all been a part of this. School accountability is something we started many, many years ago, and we believe in it."

    During a House Public Education Committee hearing last week on the STAAR implementation, parents and school leaders expressed concern about a lack of clarity surrounding the exams' various requirements, with some going so far as to ask for a delay in tests' consequences for students.

    But that will not happen without a fight. The Texas Association of Business, the state's largest business group, plans to take out a full-page ad in tomorrow's Austin American-Statesman urging lawmakers not to postpone the rollout of the exams. In an interview, Bill Hammond, the group's president and a fierce accountability advocate, blasted Scott, who also said the state's testing system had become a "perversion of its original intent."

    Calling Scott a "cheerleader for mediocrity," Hammond said that the fact that the state was forced to reduce funding to education was not a reason to retreat on accountability standards for schools.

    "Every time we've gone through this, the standard has been met, and it has resulted in a better educated work force," Hammond said. "I do not understand Commissioner Scott's making excuses for the educators."

    The Tribune has made a call to Scott for comment.